Media Studies 11-12 Textbook

Home , 127 Hours (soundtrack), Christian Colson, Emm Gryner, Jill Messick, Joel Bakan, Little Miss Sunshine

Media Study Guides by Teachers in EDCP 481

Table of Contents

Identity & Culture 1. Ma Vie en Rose (Lucas Mann & Marie-Anne Hellinckx) 2. Mean Girls (Chelsea Campbell & Michelle Fatkin) 3. Little Miss Sunshine (Chris Howey & Yik Wah Penner) 4. A Warrior’s Religion (Paramjit Koka & Rupinder Grewal) 5. Thirteen (Kelly Skehill & Kat Ast) 6. 16 and Pregnant (Thomas Froh & Peter Maxwell) 7. My Sister’s Keeper (Stephanie Malloy & Jon Schmidt) 8. One Week (Ashley MacKenzie & Alex Thureau) 9. Schindler’s List (Paul Eberhardt & Rhonda Lochhead) 10. Family Guy & The Simpsons (Amerdeep Nann & Ashley Bayles) 11. Bright Star (Mark Brown) 12. Freedom Writers (Grace Woo & Chris Flannelly) 13. Schindler’s List (Jennifer Olson, Jenn Mansour & Sarah Kharikian) 14. The Television Family (Melissa Evans & Shaun Beach)

Culture, Fiction, Power, and Politics 15. Lord of the Rings (Lance Peters & Alex McKillop) 16. The Dark Knight (Adam Deboer & Alvin Lui) 17. Advertising & the End of the World (Safi Arnold & Zachary Pinette) 18. The Office (Fay Sterne & Brittaney Boone) 19. The Corporation (Michael Wuensche & John Ames) 20. Outsourced (Michael Bui & Jennifer Neff) 21. Food Inc. (Liilian Ryan & Sarah James) 22. Mad Men (Graham Haigh & Dean Morris)

Environment, Ecology, and Reality 23. Avatar (Wendy Sigaty & Haley Lucas) 24. Wall-e (Rachel Fales & Jennifer Visser) 25. Into the Wild (Kady Huhn and Hannah Yu) 26. Wall-e (Kara Troke and Taha Anjarwalla) 27. 127 Hours (Nick De Santis & Nam Pham) 28. Lost (Dianna Stashuk and Adam Alvaro)

Music and Gaming Culture 29. Where is the Love? (Stef Dubrowski & Jess Lee) 30. Popular Music and Videos (Alexander McKechnie) 31. Need for Speed Video Game (Tyler Cook, Peter Halim & Brian Hornberg)

Preface & Acknowledgements

This text represents the work of a group of 56 teachers enrolled in a Media Studies course at the University of British Columbia in the summer of 2011, designed and taught by Dr. Stephen Petrina. The group was challenged to author Media Study Guides that appeal to students in a range from grades 6 to 12 and provides teachers with an interesting resource for use in the classroom. The individual sections can be adopted and integrated into any number of subjects or adopted as a textbook for Media Studies or Media Education courses in secondary school.

We acknowledge the support of family and friends and the various cultural agents and artists whose illustrations or texts were incorporated into the sections of the book. We also acknowledge the work of PJ Rusnak, a graphic designer and scholar who created the cover, and Lana Trey, for helping to organize the book.

We hope you are inspired by insights within each section and encourage you to continue learning about media and technology.

MA VIE EN ROSE

Un Guide d’étude Document préparé par : Lucas Mann et Marie-Anne Hellinckx

Réalisateur – Alain Berliner Date de production: 1997 Introduction « Ma vie en rose » est un film belge dirigé par Alain Berliner et produit par Carole Scotta en 1997. Ce film gagna plusieurs prix dont le Golden Globe du meilleur film étranger.

Ce film raconte l’histoire d’un garçon pré pubertaire qui aime s’habiller en fille et est convaincu qu’il est une fille enfermée dans le corps d’un garçon. Son entourage réagit négativement à sa recherche d’une identité sexuelle et ses parents, autres adultes ainsi que ses amis le forcent à se comporter comme un garçon. Intention Les garçons manqués sont un phénomène Ce guide d’étude à propos du commun plus au moins accepté. Il n’y a pas de film « Ma vie en rose » a été stigmatisme social associé à une fillette qui conçu pour des lycéens. On y s’habille comme un garçon, qui joue des jeux trouve de l’information et des sauvages, qui est fière de ses bleus, qui porte des suggestions d’activités pansements sur ses genoux écorchés comme des d’apprentissage pour des cours trophées d’honneur, et qui préfère jouer aux de français, d’hygiène et de billes que de sauter à la corde. C’est vu comme un santé, de développement développement normal. humain, et de média.

Renversez la situation, -- un garçon qui adopte les traits d’une fille – c’est le scandale. Un garçon qui joue à la poupée, se maquille, se déguise en

C’est le thème qu’ Alain Berliner explore dans "Ma Vie en Rose." Résultats d’apprentissage prescrits

- Illustrer une compréhension de l’intrigue du film.

- Les élèves seront capables d’identifier les messages controverses présentés dans le film

- Les élèves exploreront leurs attitudes et valeurs associées avec le message présenté dans le film.

- Les élèves emploieront la pensée critique pour exprimer et appuyer leurs opinions.

- Les élèves participeront à des discussions approfondies sur les sujets présentés dans le film.

- Les élèves produiront une annonce publique contre l’homophobie et de ce fait appliqueront leurs connaissances en production médiatique.

- Les élèves démontreront leur habilité d’utiliser une caméra numérique et un logiciel de trucage et de montage. Nunc cursus magna quis Questions avant la séance A discuter en groupe de 4

• A quoi vous fait penser le titre ?

• Quels sont les jouets, activités et couleurs que vous associez avec les garçons ? • Quelles qualités ou façon d’être • Quels sont les jouets, définissent une fille ? activités et couleurs que vous • Quelles qualités ou façon d’être associez avec les filles ? définissent un garçon ? • Pensez-vous que les enfants • D’après-vous, que veut dire le ont le droit de choisir les mot homophobie ? activités auxquelles ils Qu’est-ce qui a été dans votre veulent participer ? Sinon, • pour quelles raisons ? école pour adresser le problème de l’homophobie ? • Dans un sport violent, quelles qualités recherche-t- • Quelle serait votre réaction si on parmi les joueurs ? un de vos frères, cousins ou amis se comportait en fille ?

Questions après la séance

• Comment les adultes • Que pensez vous de la phrase

réagissent-ils au comportement du père « à sept ans on ne se

de Ludovic? déguise plus en fille? »

• Quel adulte d’après-vous réagit • C’est la première fois que

le mieux? Illustrer votre réponse l’homosexualité est abordée

à l’aide d’une des scènes. dans une histoire d’enfant. Cela

• Quelle serait d’après vous la a-t-il influencé votre perception

réaction de vos parents? Qui du sujet? Comment?

serait la personne la plus • Dans ce film, les adultes sont

indulgente dans votre incapables d’expliquer à

entourage? Ludovic pourquoi vouloir

• Que pensez-vous de la question devenir une fille est

de la psychologue : « Quel inacceptable. Comment

enfant désiriez-vous? »? Cette expliqueriez-vous la situation à

théorie est-elle fondée? Ludovic sans le blâmer ni le

persécuter?

Dans une des scènes les plus poignantes, la maîtresse d’école dit aux camarades de classe qui se moquent de Ludovic « Certains de vos camarades de classe sont différents de vous. Vous êtes tous différents. Vous devez acceptez les gens comme ils sont et vous respectez les uns et les autres. A votre âge vous vous recherchez encore. » Avez-vous déjà entendu cette leçon de morale? Dans quelles circonstances?

Activités

- Créer une annonce publique contre l’homophobie.

- Analyser une scène critique du film

Source: http://www.openclipart.org

Création d’une Analyse de scène annonce publique Critères du projet: Analyser la scène du renvoi de l’école de Ludovic. • Le métrage sera d’une durée entre 30 secondes et une minute. • Participation égale des membres • Avec un partenaire, faites une chronologie du groupe. des éléments de cette scène.

• Exprimer un message clair et pertinent. • Discuter avec votre partenaire les comportements adultes qui ne prennent pas en considération le bien-être de l’enfant.

1. Développer un story-board et • Rechercher dans la charte des droits humains un brouillon du script. et dans la loi qui gère les écoles si on y fait mention du droit à la scolarité de tout enfant.

Filmer les scènes avec une 2. • Ecrire un paragraphe sur ce que vous pensez caméra numérique. de ce renvoi.

3. Usage du logiciel de trucage et de montage.

Analyse critique des 4. présentations des autres groupes.

Activité

Système de classement des films

Lisez les définitions des classements de film ci-dessous.

D’après vous, où placeriez-vous ce film dans le système de classement ?

Cochez la bonne case et justifiez votre choix dans un paragraphe.

Justification

Conclusion

Ce film est un film avant-coureur car c’est la première fois que l’on traite du sujet de l’homophobie parmi les enfants. La citation ci-dessous nous parle de la controverse de la censure du cinéma.

Alan A. Stone Boston Review, December 1997/ January 1998

"Ma Vie en Rose" ("My Life in Pink") is, to my knowledge, the first cinematic exploration of gender identity in young children. It is about Ludovic, a seven year old French boy who is convinced he is meant to be a girl .... [The film] has no action, no violence, no romance, no aliens, no natural disasters -- not even a recognizable star. It is certainly no comedy and, though it is a film about children, many conventional parents will not want their children to see it. In sum, it has no targeted audience ....

Yet in a world that genuinely prized and did not just tolerate difference, this film would have been made by Disney. It marks a new, truthful departure in cinematic understanding of difference in human sexuality and gender identity in children ....

Think of all the "sinister" stereotypes that have traditionally been associated with left-handedness, and the unnecessary discipline and punishments we visited on left-handed children. We may someday come to think about children like Ludovic in much the same way. "Ma Vie en Rose" is an enlightened beginning of that process.

Ressources:

Charte canadienne des droits et libertés

Charte des droits et libertés de la personne Chapitre 1.1, Chapitre 4

La Convention Internationale des droits de l’enfant

Réseau éducation-médias http://www.media-awareness.ca/francais/index.cfm

School Act. Section. 74.1

Ressources supplémentaires pour l’enseignant :

Athanases, S. Z., Comar T. A.. (2006) The Performance of Homophobia in Early Adolescents’ Everyday Speech. Journal of LGBT Youth. 5(2) 9-32

Graham, S. & Juvoven, J. (2002). Ethnicity, peer harassment and adjustment in middle school: An exploratory study. Journal of Early Adolescence, 22(2), 173-199.

Martin, N. (2010, October 20). School division accused of sex-ed muzzle. Winnipeg Free Press. Retrieved from http://www.winnipegfreepress.com/

Martino, W. & Pallotta-Chiarolli, M. (2005) Being normal is the only way to be: Adolescent perspectives on gender and school. Sydney: University of South Wales Press.

Ryan, B. (2003) A New Look at Homophobia and Heterosexism in Canada. Retrieved from Canadian AIDS Society: http://www.cdnaids.ca/web/repguide.nsf/cl/cas-rep-0188

Autres films du même réalisateur :

Le mur (1998) Passion of the mind (2000) J’aurais voulu être un danseur (2007)

Ressources supplémentaires pour les ados :

Prideline BC (Helpline) 1-800-566-1170

Qmunity http://www.qmunity.ca

Dealing with name-calling. http://www.gayvancouver.net

Acquiring Wisdom Through Media 11/12 Chelsea Campbell & Michelle Fatkin

Tackling Bullying through Comedy: Mean Girls A Study Guide

This study guide to accompany Mean Girls has been written for senior secondary students. It provides information for learning activities in HACE, Planning, Media Studies, and English.

Introduction The Paramount Pictures film Mean Girls was directed by Mark Waters and released in 2004. The film‟s writer, Tina Fey, was nominated for a WGA Award in 2005 for Best Adapted Screenplay. The film was produced by Jennifer Guinier, Jill Messick, Lorne Michaels, Louise Rosner and Tony Shimkin.

Based on Rosalind Wiseman‟s book “Queen Bees and Wannabes”, Mean Girls is a teen-movie that uses satire to showcase the world of high school cliques. Cady Heron (Lindsay Lohan) is a previously home-schooled girl whose family has moved from Africa to a stereotypical American suburb. The movie chronologically follows Cady through her first year of public high school, including all of the social and ethical decisions she encounters. Cady is encouraged to infiltrate the Plastics, „high school royalty‟, led by Regina George (Rachel McAdams) but succumbs to their glamorous yet nasty ways. The film adeptly discusses teen bullying, exclusion, peer-pressure and manipulation in a form that is recognizable to anyone who attended their local public or private high school.

Learning Outcomes After completing this study guide, students will be able to:  Analyze the ethical, moral, and legal considerations associated with using media arts technology to send messages about bullying  Identify roles that film has in reflecting, sustaining, and challenging beliefs and traditions  Consider audience in the analysis of media arts technologies  Use vocabulary appropriate to audience and purpose  Develop and defend their opinions on adolescent bullying  Reflect on the ability of media to send messages about bullying  Engage in critical analysis about the plot, characters, themes, and messages of the film  Engage in production to respond to the film and make use of text, image, and sound

1 Acquiring Wisdom Through Media 11/12 Chelsea Campbell & Michelle Fatkin

Key Concepts  Survival of the fittest is a Darwinian con-  Understand the issue of relational bullying, cept used to explain how evolution stereotypes, conformity and their conse- takes place. It argues that animals that quences are best adapted and best suited to  Develop textual analysis skills to be able to their environment will survive and those understand major themes, symbols, char- that aren‟t will eventually die off. How acter development and the effect of genre does this concept of survival of the fittest fit into a high school environment? Is it  Analyze the intended audience and con- an accurate way to describe a high sider why the film is effective, including school student body? appeal to culture, gender, textual competence, psychology and social function  Engage in production through an original Focus Questions: After viewing the film PSA to respond to the film and the issue of Discuss the following questions in the classroom bullying after viewing Mean Girls:  Which group from the movie do you see yourself fitting in with the most? Why? How does that make you feel?  How did you feel after watching the movie?  Why was this movie popular?  There were many references to the animal kingdom throughout the movie. Discuss how the animalistic theme relates to the relationships between people in high school.  Which character would you want to be friends with? Explain your reasoning.  How is the movie Mean Girls relevant to Focus Questions: Before viewing the film your life, if at all? Discuss the following questions in the classroom  Put yourself in the parents‟ shoes. What before viewing Mean Girls: would it be like to raise a teenager like  What constitutes “bullying”? Regina? Cady? Janis? Damian? How  Why does bullying occur? would you try to communicate with your  What is a “mean girl” like? What does a teen and help guide them through life? “mean girl” do?  Who engages in bullying more? Boys or girls?  Relational bullying is the engagement in gossiping, talking behind another‟s back, excluding people, etc. Have you seen this “What the young kind of relational bullying in school so far? Who engages in it?  High school students are often represented ladies in this grade in movies and television as being divided into cliques (such as, “the jocks,” “the cheerleaders,” “the band geeks,” etc.). Is need is an attitude this accurate?  Should schools enforce dress codes? makeover”  Who decides who is “cool” and who is not?  What are the advantages and disadvantages of homeschooling? What are the advantages and disadvantages of public schooling?

2 Acquiring Wisdom Through Media 11/12 Chelsea Campbell & Michelle Fatkin

Themes and Issues Working in small groups, fill in as much of the table below as possible, and then share your findings with the rest of the class.

Theme/Issue Examples from the film which illustrate the theme or issue

Survival of the fittest

The corrosive nature of gossip

Karma

Relational bullying

The animal kingdom

Conformity

Gender stereotypes

High school cliques

Any other themes?

First Impressions: The Opening Sequence  The school bus shows up numerous times All of the titles and initial credits are presented on during the movie. What does the school a black screen before any image relating to the bus symbolize? Why did it almost run movie. The instrumental music during these initial Cady over? credits is significantly different from the background music of the first scene in the movie.  What does the music say about the up- coming film? What did it lead you to believe? Was the film true to what you expected? Would you have chosen a different song? If so, which would you have chosen and why?

After the title is shown it immediately cuts to a scene that quite obviously portrays two people, assumed to be a married couple, sending their child off on their first day of school.  How do you know this represents a child‟s first day at school? How do the camera angles help you form an opinion? What does this say about Cady? How do her parents frame your viewpoint of Cady at the beginning of the movie? What does Cady want you to know about her character?

The next scene is showing Cady crossing the road on her first day of high school. As she turns away from her parents to use the crosswalk, a school bus nearly hits her. She replies to her parents‟ concerned looks by promising she is fine and she will be more careful.

3 Acquiring Wisdom Through Media 11/12 Chelsea Campbell & Michelle Fatkin

Structure of the film: Three Acts Find as much material as possible to complete the table provided. Progression of Dominant Closing/ Act Main Events Opening plot and symbols and Transition themes motifs 1

Act 1 It is the beginning of the school year and Cady Heron has just transferred in to the school. The Plastics ask her to sit with them at lunch and Cady agrees. Janis Ian and Damian want Cady to hang out with the Plastics as a fun joke. Cady admits to having a crush on Aaron Samuels but Regina George steals Aaron away from her. Cady vows to get revenge on Regina.

 Why did Cady initially agree to eat lunch with the Plastics?  What are Janis and Damian‟s different motives for asking Cady to hang out with the Plastics?  What does Cady learn about “girl world” during this act? How is this similar/different to what she has experienced before?

Act 2 Cady, Janis and Damian use many tactics to try to seek revenge on Regina. Many of their initial ven- tures are unsuccessful but they eventually turn Aaron and all of the Plastics against Regina. Cady now becomes the new Queen Bee but it all comes crashing down at her house party when Aaron storms out and Janis and Damian find out that Cady did not invite them.

 Why did the tactics used to get revenge on Regina fail in the beginning?  Why did Cady succumb to becoming a Plastic? Was it just to win Aaron or were there other factors? Did she not like Janis and Damian anymore?  How does the house party scene escalate? How do you feel when watching that scene?

Act 3 Cady‟s parents ground her for throwing the party while they were away and everyone at school shuns her. She competes with the Mathletes in a competition and realizes that good looks and popularity aren‟t as important as she once thought. After the competition she attends the Spring Fling and wins Spring Fling Queen. In her acceptance speech, she apologizes to everyone she has hurt and shares her revelation with the school. Everyone accepts her apology.

 Why was Cady allowed to compete in a math competition when she was grounded? What does that infer?  When each team has to choose a representative from the other team, each team chooses the only girl on the team. What does this suggest?  How does the very final scene mirror the opening scene? Where else has the school bus been referenced? What resolutions have been made?

“Never in my 14 years as an educator have I seen such behavior, and from young ladies”

4 Acquiring Wisdom Through Media 11/12 Chelsea Campbell & Michelle Fatkin

“I want you to raise your hand if you have ever said anything about a friend behind her back”

Learning Activities Music Complete the following activities with your class: There are two kinds of music used in Mean Girls: Headlines African and pop... Many articles and reviews have been written  Describe when the film uses each type about Mean Girls in the media, such as, “Mean of music Girls: Watch Your Back,” “What Parents Need to  How does each type of music reinforce Know,” and “Female Trouble” the meaning of the scenes in which they  In pairs, discuss which of these headlines is are used? the most appropriate in representing Mean Girls. Symbols and motifs  Create your own headline (making sure you choose a type of journalism, e.g. seri- Pink ous, sensational etc.)  What does pink represent in the film? Who wears pink? What are the connota- Scenes for close analysis tions of pink in our culture?

The high school cafeteria Wild animals  Janis lists all of the cliques in the cafeteria:  What are wild animals used to represent Freshmen, Preps, JV jocks, Asian Nerds, cool in the film? Who and what do they sym- Asians, Varsity Jocks, unfriendly Black Hot- bolize? ties, girls who eat their feelings, girls who don‟t eat anything, desperate Wannabees, Math Burnouts, sexually active Band Geeks, and  What does math represent in the film? Plastics. How does it mimic Cady‟s experience in  What advantages and disadvantages do high school ? each of these groups have in the high school culture?  Do people naturally group together in this way or do we alter our behavior to suit how we – and others – think we ought to behave?

The mall as animal kingdom  When Cady and the Plastics go to the mall, Cady envisions the people at the mall acting like wild animals at a watering hole. How are teenagers like wild animals? Why do you think the director would make this connection?

Regina’s bedroom  In Regina‟s bedroom, Regina, Karen and Gretchen are complaining about their self- perceived flaws, such as their hair line, pores, and nail beds. Cady consequently feels pressured to put herself down as well. What has contributed to young girls‟ dis- torted perceptions of their appearance?

5 Acquiring Wisdom Through Media 11/12 Chelsea Campbell & Michelle Fatkin

Production In groups of 4, create an anti-bullying PSA that is between 30 and 60 seconds in length. Be sure to include text, image and sound in your production. Consider agency, category, technology, language, audience, and representation when creating your PSA.

Further reading and viewing Wiseman, R. (2002). Queen Bees and Wanna- bees. New York: Three Rivers Press. You Tube. (2011). Mean Girls – the politics of girl world (Rosalind Wiseman). Retrieved from http://www.youtube.com/ watch?v=06UNf8Cc_C0 Bright, R. M. (2005). It‟s just a Grade 8 girl thing: Script aggression in teenage girls. Gender There are three kinds of dialogue: witty one-liners, and Education, 17(1), 92-101 “mean girl” talk, and Cady‟s inner monologue

Witty one-liners “In girl world, all  How does the comedic relief help deal with a serious issue like bullying? the fighting [is] “Mean Girl” talk (shut up, biotch, love ya, fugly, fetch, etc.)  Trace Cady‟s use of “Mean Girl” talk sneaky.” throughout the film. What is the trend? What does this reveal about her character Work Cited development? IMDb. (2011). Mean Girls. Retrieved from http://

www.imdb.com/title/tt0377092/ Inner monologue of Cady (first person perspective)

 What effect does this internal monologue Common Sense. (2011). Mean Girls. Retrieved have on the film? How does it help us un- fromhttp:// derstand her thought processes and deci- www.commonsensemedia.org/movie- sion-making? reviews/mean-girls

Topics for extended response Movie Gazette. (2004). Mean Girls. Retrieved  In the film, Cady says, “in girl world, all the fromhttp://movie-gazette.com/786/ fighting had to be sneaky.” Argue for or mean-girls against the truth of this statement using specific examples from other films, TV WESH.com. (2011). Review: “Mean Girls” Has shows, or your personal experiences. Wicked Humor.http://www.wesh.com/  Damian and Janis subvert the rigid gender entertainment/3253223/detail.html roles. Make a case for or against them being the true heroes of the film. Slate. (2011). Female Trouble: Mean Girls dissects the high-school cafeteria.  What is worse? Physical or relational bully- Retrieved from http://www.slate.com/ ing? id/2099693/  What message does Mean Girls send about stereotypes? Which stereotypes are in- Harlequin. (2011). Structuring Your Story. Re- cluded in the film? Are the ultimately sup- trieved fromhttp:// ported or subverted? www.eharlequin.com/  How would the effect of Mean Girls articlepage.html? change if it were a drama instead of a articleId=1357&chapter=0 comedy? Argue for or against using comedy to deal with such a serious issue.

6 LITTLE MISS SUNSHINE

film study guide

QUICK FILM FACTS: Synopsis- The Hoover family is comprised of Release Date: 2006 odd and unusual characters. From the head of the Starring: Toni Collette, Greg Kinnear, Alan family Richard (Greg Kinnier) - a motivational Arkin, Steve Carell, Abigail Breslin, Paul speaker whose philosophy of success has yet Dano Director: Jonathan Dayton and Valerie Faris to manifest itself into fruition, his wife Sheryl Screenplay: Michael Arndt (Toni Collete), who’s patience with Richard Distributor: Fox Searchlight Pictures and his philosophy is running thin; their teenage Release Date : August 18, 2006 son Dwayne, who, having been inspired by the Tagline: Where’s Olive? writings of Nietsche takes on a vow of silence until Genres: Adventure, Comedy, Drama he becomes of age to become a fighter pilot; to their seven-year-old daughter Olive, who refuses INTRODUCTION: to let her quirky nature, and pooch of a belly stop This study guide has been developed so her from attaining her goal of winning the Little students (grade 11-12) can actively and critically engage with the valuable content Miss Sunshine pageant. Then there’s the extended present in Little Miss Sunshine. family. Brother Frank (Steve Carrell), a Proust By using this study guide educators will be scholar whose broken career is only matched by able to help their students meet the following his broken relationship with a former lover and learning outcomes. failed attempt at losing his life; and Grandpa (Alan Students will be able to: - discuss the strengths and weaknesses of Arkin) who wasn’t good in the nursing home, independent films. but makes up for it by being Olive’s dance coach. - explain and give examples of satire within Together, in a broken down VW bus, this band the dialogue. of misfits, unified at times only by a mutual love - evaluate the film to distinguish the genre. -articulate and show developed of Olive attempt to overcome a host of obstacles understanding of the films themes. preventing Olive from - apply the films themes to their own life achieving the title of creating relevance and understanding. “Little Miss Sunshine”. Created by Chris Howey & Yik Wah Penner. 2011 Penner. Wah & Yik Chris Howey by Created BEFORE VIEWING

Have you heard of Little Miss Sunshine before? What have you heard about it?

Little Miss Sunshine covers some serious topics and it’s a good idea to have some concept of how you feel about them before you see the movie. At the end of the movie we can see how your feelings on these topics are supported or challenged by the viewing of the film. Topic: Define: Feelings Towards this Issue Gender Body Image Suicide Teen Angst Substance Abuse Beauty Pageants Innocence

What do you think of when you hear the title of the movie Little Miss Sunshine? What does it make you think of?

Little Miss Sunshine was well received and is critically acclaimed, why do you think this may be?

COMEDY

Little Miss Sunshine is marketed as a comedy. Comedy allows us to explore topics in a way that you never could by being serious. It is said humour is most effective when it goes where it shouldn’t - What do you think this means?

Can you think of a situation where you or someone else used humour effectively to talk about a topic that was otherwise serious?

What effect did using humour have on the situation? INDIE FLICK

Have you seen this technique fail? Indie- Short for “independent film”, is a feature film that is produced mainly outside of a major As you watch the movie pay attention and write down film studio. Indie films tend to be different both the moments you find funny. Try to think about in their style and content when compared to WHY you find them funny and write them down. Be mainstream films which are mass marketed prepared to share your thoughts. towards larger audiences. This differentiation affords filmmakers more freedom in what they say, and how they say it. THEMES AND ISSUES

Although couched in satire, many of the themes raised in Little Miss Sunshine are no laughing matter. Each individual character has both external and internal struggles, and these issues range from drug and alcohol addictions to self-image issues. The theme of family conflict runs throughout the course of the movie, however it is this unifying theme that draws the characters together after the passing of the grandfather. Along with the issues of self-image, drug addiction, and suicide, there are also other prevalent themes that are addressed through this film.

Using the following chart and in the first column describe the character (think Facebook bio questions). In the second column list what you believe to be the central concern or conflict for that character as well as the outcome. How do you define family? Theloss of a dream What does a “normal” family look like? is explored throughout the Do the Hoover’s fit your definition? movie. What are some of the dreams that fail during the In what ways can we see that the Hoover movie? Do you feel more family genuinely cares for each other? empathy for some characters than others? Describe the dynamic between the characters (use your chart). What pair do you feel have the most functional relationship and which pair do you feel have the most dysfunctional relationship?

“There are two kinds of people in this world - winners and losers. Inside each and everyone of you, deep inside the core of your being is a winner waiting to be awakened and unleashed upon the world.” (Richard)

How do you definebeauty ? What is your reaction to seeing Olive on stage with her competitors?

When you think of beauty pageants what kind of images come to your mind?

Why do you think Olive remains so unaffected by the obvious differences between her and her competitors? Do you think this is realistic?

The girls in the pageant are all dressed up in highly feminine clothes, and they are wearing more makeup than most women three times their age. They are enacting an extreme form of what their gender expects.

Why do you think Olive’s performance causes such a stir among the judges and the audience?

Some people are clearly offended - Why? Is their reaction hypocritical in any way? Do you want that a la mode? Why wouldn’t you?

How does Olive’s family react to her having ice cream?

Do you feel that the advice her father gives her is in her best interest? It is apparent that her father is more concerened with her body image than she is herself.

‘A real loser isn’t someone who doesn’t win. A real loser is someone so afraid of not winning they don’t even try.’ (Grandpa)

How are winners and losers viewed differently by Richard and Grandpa?

Angst - what teenager doesn’t have it?

What do you think the meaning of this conversation is between Frank and Dwayne? Are we meant to learn something from suffering?

Dwayne: I wish I could just sleep until I was eighteen and skip all this crap – high school and everything – just skip it. Frank: You know Marcel Proust? Dwayne: He’s the guy you teach. Frank: Yeah. French writer. Total loser. Never had a real job. Unrequited love affairs. Gay. Spent twenty years writing a book almost no one reads. But he’s also probably the greatest writer since Shakespeare. Anyway, he gets down to the end of his life, and he looks back and decides that all those years he suffered, those were the best years of his life, because they made him who he was. All those years he was happy? You know, total waste. Didn’t learn a thing. So, if you sleep until you’re eighteen . . . Ah, think of the suffering you’re going to miss. I mean high school? High school! Those are your prime suffering years. You don’t get better suffering than that. Post-view Questions -

Were you satisfied with the movie’s ending? Where do you think the characters will be in a years time?

Comment on the banner above’s statement “everyone pretend to be normal”. What is normal?

How is beauty defined through the movie?

Would you consider this a family film? Consider the ratings the film received below? RATINGS: SAY WHAT???? Canada (AB,BC/SK, ONT): 14A Why do you think LMS gets a 14A rating everywhere Canada (Quebec): G in Canada, but Quebec? It gets a G rating, what other Canada (Home Video)): 14A movies do you know that have a G rating? Compare the Germany: 6 United Kingdom: 15 topics and themes of that movie to LMS, how are they United States: R different?

The film brings up the themes of family and culture. In your opinion, which force ends up being stronger? Explain.

What was the most interesting character for you? Why?

Lets review and see if your opinions have changed:

Topic: Feelings Towards this Issue Now Gender Body Image Suicide Teen Angst Substance Abuse Beauty Pageants Extension Activity → addressing the issues.

Little Miss Sunshine takes a light hearted look at the world of child beauty pageants. The real life experience for the girls involved is often not as beneficial to their self esteem.

Students could research the TLC program “Toddlers & Tiaras” and compare and contrast the content of the TV reality show against the fictional character of Olive. The topic of gender would be the most apparent theme to explore, especially in relation to the production of identity and body image. A Study Guide Developed by: Paramjit Koka & Rupinder Grewal Introduction This documentary explores this issue in depth and distinguishes varying underlying issues which A Warrior’s Religion is a documentary created are the cause of this problem among South Asian by a Vancouver local, Mani Amar. Concerned about youth. Amar examines key themes which he feels gang violence problems in Vancouver, Amar di- are pivotal when exploring the cause and rise of rected and produced a documentary based on gang South Asian gang violence in Vancouver, B.C. violence in the Indo-Canadian community. Amar The title of the film reflects the “bravado” atti- grew up in a small town on Vancouver Island, and tude of South Asian men and in turn how this atti- arriving in Vancouver he found the problems inflict- tude creates a self-portrayal of a warrior. Religion is ing the South Asian community concerning. His used in the title to represent that religion holds a sig- concern primarily was the involvement of so many nificant importance for many young men who are young South Asian males in the drug trade. Distrib- involved in these activities, whether its through reli- uting statistics, such as the death of over “100 South gious tattoos or visiting temples, religion plays a Asian males in their 20s over the last 19 years,” led pivotal role among most of these young men. him to pursue his idea. Pre-Viewing Background Information

The following information is for clarification prior to seeing the film, or for after you see it:

 When Amar refers to Indo-Canadian males or South Asian Males, he is referring to those individuals whose families have immigrated to Canada from parts of India.

 The religion which is primarily depicted in this film is Sikhism. This religion is prominently practiced among individuals who reside in the Punjab region of India and who have immigrated to other countries from that region. The place of wor- ship for Sikhs is called the Gurdwara.

 Indo Canadian Gang violence came to the forefront in the early 21st century in Vancouver with the popularity of a young Indo-Canadian male, Bindy Johal. Dur- ing the early 1990’s Johal ran an organized and influence drug organization in B.C. He was regarded as an influential mobster and he inspired many young Indo- Canadian youth to join the drug trade.

 Bal Buttar was another popular organizer of the drug trade in the Lower Mainland, he is seen in this documentary as the paralyzed man on a wheel chair. Bal Buttar arranged the murders of Indo-Canadian rivals in a brutal, drug-fuelled underworld.

“Like it or not, the majority of gang related deaths in the South Asian community in the Greater Vancouver area over the age of 19 years belong to the Sikh community, specifically young men a g ed 1 8 - 2 5 .” Pre-Viewing Questions

In groups of two or three discuss the following questions: 1. What is a gang? 2. What are the strongest influences on youth today? 3. Why do you think individuals join gangs? 4. Why do you think youth are the primarily at risk for involvement in gangs? 5. What are some signs of gang involvement? 6. Is gang violence an important concern in Vancouver? Why or why not? 7. What importance does materialism hold in our society and in the lives of youth? 8. Do you think a film or documentary on an issue can create change? 9. Do you think activism can help? Do you believe an individual can make a difference in the world? 10. If yes, what forms of activism can be used to solve the widespread problem of youth involvement in gangs and drugs? Who/ What is to Blame? **Focus on issues that Amar discloses that are to blame for Indo- Canadian males joining gangs and choosing the gangster lifestyle**

Fa c to rs Examples from the film

“The research of one community’s issue with gang violence and applying it to other communities, will surely bring us closer to agreeing upon factors that cause youth to become involved with gangs.” “My goal is to bring awareness to anyone who has misconcep- tions about this culture, including those within the South Asian community itself”

Sy n o ps i s : This documentary provides an in depth analysis of the issues which are arising in the Indo-Canadian community and how these specific issues can be interrelated to youth violence in that community. Amar discloses key issues within this documentary as the cause of the disturbing statistics on the involvement of Indo-Canadians in gangs and the drug trade. “Be Heard,” is the primary message underlying this work, Amar is hoping through this film and community activism a line of communication will be developed among parents and their children as well as among youth and their community. By including the voices of many prominent Indo-Canadians within this documentary Am- ar attempts to reaffirm the importance of community in creating change. He creates this poetic documentary to bring to light the importance of creating change in varying facets of the Indo-Canadian community, change which will in turn reduce the numbers of youth joining criminal organizations. Post-Viewing Discussion/Activities

Learning Activities: **In groups of two or three complete two activities from the list**

 Produce an awareness poster for the school or community against gangs and youth violence.

 Produce a Public Service Announcement against gangs and youth violence . (Cameras available)

 Using the film as an inspiration create and present a motivational speech for youth involved in gangs or wanting to join gangs.

 Develop an action plan on how to keep our teenagers away from drugs and gangs and what needs to be done if someone is already involved. What steps are needed?

 Using the film develop twenty interview questions you may ask someone that was involved in gangs. You could use someone from the film.

 Develop strategies to manage and prevent gangs in schools. Develop ten different methods and provide an explanation why each strategy would be effective. Topics for Extended Discussion: R e s ou rce s

 Students could develop a debate on the ques-  Amar, Mani. (2009). A Warri- tions: or’s Religion: Stop the gang vio- A) Do you think its fair to focus on one commu lence. Films of Fire Productions. nity’s struggle with gang violence and not so-  Amar, Mani “A Warriors Reli- ciety as a whole. gion” Website. (2009).http://  Students could look into other works produced www.warriorsreligion.com/ by the director, Mani Amar, and assess his genre of film writing.

 Students can relate issues of bullying to gang membership. Explain the connections between the signs and behaviours of each.

 Students can examine newspaper articles or footage of the repercussions of joining gangs and getting involved in the drug trade.

Kash Heed: Head of the Indo-Canadian Gang task force

Curriculum Context: This study guide can be used to create understanding and discussion about this documentary produced and directed by Mani Amar and Films of Fire Productions. It provides information and incorporates instructional activities which can be used in a Punjabi 12, Media Studies 12, or Social Studies classroom 11.

TEACHING MEDIA WITH KELLY SKEHILL & KAT AST July 20, 2011

INTRODUCTION: CURRICULUM: PLANNING 10:

Thirteen was directed by Thirteen is a film that can be used to Catherine Hardwicke and teach many of the learning outcomes released in 2003. This film was from the health section of the Planning nominated for an Oscar along 10 IRP. Some examples of the learning outcomes include: with 35 other awards, 13 of those - C1 analyze factors that influence awards were won. Thirteen was health (e.g., physical activity, nutrition, written by Catherine Hardwicke stress management) and Nikki Reed. It is an - C3 demonstrate an understanding of autobiographical film based on skills needed to build and maintain Reed’s life and experiences at healthy relationships age 12 and 13. It stars Evan - C5 evaluate the potential effects of an Rachel Wood, Holly Hunter and individual’s health-related decisions on Nikki Reed. self, family, and community (e.g., Thirteen is the story of a effective communication, problem thirteen-year-old girl’s teen years solving) as she shifts into a life of small petty crime, drugs and sexual MEDIA STUDIES: activities. Tracey (Evan Rachel This Guide will offer opportunity for Wood) suffers from the emotional A students to understand and apply the 8 pains of having an absent father key concepts of media literacy. and a mother recovering from alcoholism. She considers herself unpopular and desires a STUDY friendship with the most popular Scenes with sexual girl in school. When she gains content and/or nudity: that relationship her life dramatically changes. GUIDE 49:01, 1:00:17, 1:04:55

“Well, what BEFORE VIEWING THE FILM: • Work in pairs and then be able to discuss with the class what you think this movie is going to be about. (Use the film poster to make your predictions.) do you • Who influences your decisions in life the most? The least? • How much freedom should teenagers have? think? Are • Do you have a curfew? Do you think curfews are important for teens? Why or why not? • Until what age do you think teens should have a curfew? we hot or • Do you believe that drugs and alcohol have a negative effect on teenagers? Why or why not? • Have you ever had a friend with a drug or alcohol addiction? If so, how did you deal with it? If not, what?” what would you do if you found out a close friend was in trouble? • Have you ever felt peer pressured? If so, how did you react? Do you wish you had reacted differently? • Do you communicate well with your parents? If so, what makes for a successful communication environment? If not, why do you think there is a lack of open communication? • How can you foster open communication between friends and family? • What does a healthy relationship look like with your parents? Friends? Boyfriend/Girlfriends? • Is having trusting relationships important to you? • Is honesty an important virtue to you? • What does it mean to be popular? What does popular look like? Is popularity important to you? • Would you sacrifice friendships, family relationships, school success or your health in order to be popular? • Does popularity mean you are successful? Does popularity lead to happiness?

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“You don't necessarily have to be a parent to get the shivers from Hardwicke's detailed delineation of one young girl's shocking descent from perfect daughter/honor student to incorrigible rebel/disruptive influence.”

AFTER VIEWING THE FILM: PERSONAL REFLECTION: Write an individual personal reflection on how this film made you feel… Did you enjoy viewing this film? Why or why not? Could you relate to this film in anyway? Did you feel uncomfortable watching this film in class? Why or why not?

AGREE/NEUTRAL/DISAGREE CIRCLE: Use tape, different coloured pylons or another way to represent 3 circles of different sizes. The closest circle can represent DISAGREE, the middle circle can represent NEUTRAL and the outer most circle can represent AGREE. Have the teacher read out the following statements and after each the students should move to the circle they want to represent (AGREE, NEUTRAL, DISAGREE). Have selected individuals explain why they chose their specific location. Have a discussion after each of the statements. • “All teenagers experience some form of peer pressure.” • “Being a teenager is tough!” • “Fighting with your parents is normal.” • “All teenagers experiment with drugs and alcohol.” • “A teenagers should have a curfew.” • “Abuse & assault can cause you to feel confused, angry, ashamed and lead to depression and suicidal thoughts.” • “It is worth sacrificing relationships with friends and family in order to become ‘popular’ at school.”

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T R A N S F O R M A T I O N

Think, Pair, Share: Tracey’s character changes significantly throughout the film. What M changes occurred? Create the chart below on a blank piece of paper A and fill out as much as you can (be specific): K I N G

D E C I S I O N S Share your ideas with a partner. Add anything you didn’t have that your partner included in their chart.

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Questions: • What type of audience would experience a Help feeling of fear during this film? • What makes this film scary? • Would you feel comfortable watching this film is out with your parents? Why or why not? • Do you think that this film is realistic? Why or why not? there! • Do you think this film represents the issues teenagers deal with? Why or why not? In 2009, the • Read over your prediction of what the film was about. Was your prediction accurate at all? What Crisis Centre parts of the movie were you surprised by? • List the ways in which the film’s poster and case impacted more cover gives you an accurate portrayal of what the film is about. than 45,000 lives • What services are available for people with across BC addictions? • What services are available for people with mental illnesses such as depression, self- http://www.crisiscentre.bc.ca/ mutilation and suicidal thoughts? • Do they exist in your community?

Research Project & Video:

In pairs, facilitate a 3 to 5 minute informative video about a health agency within the Vancouver community that works to promote health and delivers health information and education on one of the following topics: Family Counseling, Substance Abuse, Addictions, Mental Illness (Depression, Anxiety, Self Mutilation, Suicide, etc.) Peer Pressure, Sexuality and Sexual Health (STI’s /HIV). Include the following information about the agency:

• The overall mission • Intended recipients/target market • What is an overview of the health education services they offer? • Is it for profit or non-profit? • Are there any fees associated with the services they offer? • Do they employ paid staff, volunteers or both? • Is there training for the volunteers? How intensive is the training? What age do you have to be to volunteer? • What volunteer opportunities are there? • Where are they located? Are they part of a national body? • How can students use this agency? • What is the benefit, if any, to the community from this agency?

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Meaning Making!

Key Concepts of Media Literacy:

1) All media are constructions. • This film in partly autobiographical. Does this play a role in how reality was constructed in the film? How so? • Do you think the autobiographical construction was beneficial to the overall effect of the film? Why or why not? • How do you think the film would have been different if it was entirely written as fiction?

2) The media construct reality. • How does this film reinforce the fact that media influences our understanding of the world? Give examples. • Does this film reinforce stereotypes created by the media? • Does this film break down any stereotypes created by the media?

3) Audiences negotiate meaning in media. • How did your individuality influence how you perceived this film? (family and cultural background, moral standpoint, circle of friends, etc.) • Find someone who negotiated the meaning of the film differently than you and discuss why this could be. • What audience do you think this film is directed at?

4) Media messages have commercial implications. • Do you think the controversial content influenced the films profits? How so? • Do you think the director left anything out of Nikki Reed’s story in order to increase profits? Why or why not?

5) Media messages contain ideological and value messages. • What value messages do you think this film conveys? (family dynamics, socio economic status, sexuality, substance abuse, mental illness etc.) • How does the film portray the ‘American way of life’?

6) Media messages contain social and political implications. • Can you think of any social or political implications that could come from this movie? • Why do you think this film was considered controversial?

7) Form and content are closely related in media messages. • Can you think of an example where another type of media covered the same issues in this film, but did so in a different way? How so? • How might the issues this film confronts be approached differently?

8) Each medium has a unique aesthetic form. • Did you enjoy watching this film? • What film techniques made it pleasurable or not to watch?

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Websites:

www.sexualityandu.ca

https://www.optionsforsexualhealth.org/

http://www.qmunity.ca/

http://www.girlsactionfoundation.ca/en

http://www.covenanthousebc.org

http://www.abovetheinﬂuence.com/

http://heretohelp.bc.ca/

http://teens.drugabuse.gov/

The BC Crisis Centre has 3 Core Programs:

1) 24/7 Distress Phone Services:

The Distress Phone Services provide confidential, non-judgmental, free emotional support, 24 hours a day, 7 days a week, for people experiencing feelings of distress or despair.

2) www.youthinbc.com:

An online chat service.

3) Community Education:

• Mindful-Based Stress Management Workshop + Suicide Awareness and Response Workshop • Professional Development • Choices2: Reaching • Resources

Page 6

16 AND PREGNANT 16 AND PREGNANT

AA MMEEDDIIAA SSTTUUDDYY GGUUIIDDEE

Introduction : “Reality” TV?

Does “Reality” Television wrongly inform the views and understanding of our own reality?

To answer this question, this study guide aspires to advance our media literacy while at the same time engaging in a dialogue around this serious topic. In our exploration of media, we will be studying MTV‟s popular reality TV series 16 and Pregnant. This series documents the lives of six teens that have become pregnant while still in high school. It shows the various conditions under which teens can become pregnant and how their surroundings affect the nature of their pregnancy and parenting. It also documents the reaction of those closest to the teen, including peers, parents, and partners.

Teen pregnancy is a major social issue being Key Concepts and Learning Outcomes grappled with in homes and schools throughout  Who is producing this series and why: North America. 16 and Pregnant provides 16 audiences a raw look at the trials and tribulations of and Pregnant is produced by people that teen pregnancy and, in doing so, serves as a have opinions and objectives that will cautionary tale to those who may be at risk of go shape what is presented in the show. going down the same road.  How the show is categorized: All media is packaged and presented in a certain way. Or does it? This can tell us a lot about the intentions of the producer. 16 and Pregnant is MTV has come under attack recently from critiques categorized as “Reality” Television. This who want the cameras to stop rolling. They assert can tell us a great deal about the that, far from cautionary tale, 16 and Pregnant has only served to glamourize teen-pregnancy by intentions of the producer and way in making stars of troubled young women. They which it is likely to be interpreted by the maintain that MTV is acting unethically by selling audience. North American teens a false image of teenage  How the intended audience influences the pregnancy in the name of profits. format: The way in which 16 and Pregnant is presented can tell us about its intended audience. Individuals interpret media differently depending on past experience. We will explore how 16 and Pregnant is interpreted by its audience.  Media as reality: Reality is always interpreted. We will explore the extent to which 16 and Pregnant is able to accurately represent the lives of its subject.

QQUUEESSTTIIOONNSS TTOO CCOONNSSIIDDEERR

Guiding Questions after First Screening 1) Do you identify with any of the characters?

2) Do you think their real lives are accurately portrayed?

3) Do you suspect they act differently when the camera is off?

Guiding Questions after Second Screening 1) Considering what we have learned about framing, is “Reality” TV possible?

Sixteen year old Maci from Chattanooga,TN was the 2) Has Reality TV ever brought you to show‟s first teenage mother-to-be in Episode 1 of the change a perspective on something in first season. your own life (an event, a relationship, and opportunity)

Guiding Questions after Third Screening 1) a) Do celebrities have the responsibility to behave as role models? b) Should reality TV stars be considered role models?

2) Do producers have an ethical responsibility to portray „reality‟ to the best of their ability?

3) Do you think MTV is genuinely concerned about the issue of teen Corey and Leah from Season 2 contemplate marriage after the birth of their twin daughters. They only knew pregnancy? Why or why not? each other for a month when they conceived their children at Leah‟s prom. 4) Should there be a regulating body that oversees Reality TV to ensure it acts ethically? “I couldn’t talk to my best Guiding Questions after Fourth Screening friends because they had no 1) Aaron Sorkin, creator of the movie The idea what I was going Social Network, said “Facebook is to through… nobody did” socializing what reality TV is to reality”. What do you think he meant? -Maci, Season 1

AACCTTIIVVIITTIIEESS

Activity 1: Reality TV Show Pitch In groups of 4-6, students are to create a pitch for “Unlike a documentary, it’s a a future documentary-style reality television show TV show that takes on a whole based on an issue that affects adolescents in high school. They are to produce a formal write-up to life of its own, so the girls be handed in for approval, and present their idea become celebrities in a new way to the class. Students are required to prepare a through reality TV. That’s presentation using at least one form of digital media, such as PowerPoint, MovieMaker/iMovie, almost antithetical to what the music, etc. show is trying to do, which is to show how hard it is to be a mom After the pitch, the rest of the class acts as the television network executives and offers praise at that age.” and advise for the presenters on their pitch. Students are encouraged to offer ideas to improve -Mary McNamara, the show or share their insights on the issue at Television critic for the hand. Los Angeles Times

Suggested topics include: teen pregnancy, smoking, drug and alcohol abuse, racism, gay and lesbian issues, teen anxiety, depression, disabilities, peer pressure, etc.

Activity 2: Reality TV Show Pilot In the same groups as Activity 1, students now have the opportunity to create a pilot episode based on their previous pitch to the class. Groups should have access to recording equipment and software in order to complete this assignment.

Depending on the issue being discussed, students may opt to produce a fictional documentary (in other words: students may need to simulate the circumstances related to their issue, such as acting as if a teen is pregnant when in fact they are not). Students can use current reality TV Dr. Drew discusses each episode‟s specific issues and shows as a reference point, but their pilot should challenges in the “Life After Labor” episode. The open be both unique and creative. discussion provided a platform to address many controversial topics, such as birth control, adoption, The pilot must include an introduction piece, abortion, marriage, religion, gossip, finances, high interviews with different individuals, editing, music, school graduation and employment. and production value. It is suggested that students have ample class time to complete this activity.

THE CAST OF 16 AND PREGNANT

These six young women have gained almost celebrity statues since their appearance in MTV`s first season of 16 and Pregnant. To what extent did MTV “help” these women with their respective situations? What was MTV‟s motivations in helping them? In what ways are these women role models in our society?

SOURCES FOR FURTHER STUDY CCRREEDDIITTSS 16 and Pregnant © Copyright 2009-2011, MTV. All Rights Reserved Aaron Sorkin – “Facebook is to socializing what Created by Lauren Dolgen reality TV is to reality.” Mediaite Produced by Morgan J. Freeman and http://www.mediaite.com/online/aaron-sorkin-on- Dia Sokol Savage the-view-facebook-is-divisive/

This Study Guide Created by: Michael Venture – “Is it time to turn the cameras Thomas Froh and Peter Maxwell away from „Teen Moms‟?” MSNBC Today Created for: EDCP 481 http://today.msnbc.msn.com/id/43798702 Dr. Stephen Petrina UBC Faculty of Education Kelefeh Sanneh – “The Reality Principle: The rise and rise of a television genre.” The New Yorker http://www.newyorker.com/arts/critics/atlarge/2011/ 05/09/110509crat_atlarge_sanneh?currentPage=1

Suzanne Pinter – “How Media Constructs Reality Television Shows: Do They Depict Real Life or Fiction?” Suite 101 http://www.suite101.com/content/how-media- © Copyright 2011 MaxFroh Productions constructs-reality-television-shows-a98159 All Rights Reserved

INSIDE THIS STUDY GUIDE: P1 INTRODUCTION | P2 PRE-VIEWING | P3 RESPONDING | P4 POST-VIEWING My Sister's Keeper

SENIORFILMSTUDIES

"Anna is not sick, but she might as well be. By age thirteen, she has undergone countless surgeries, transfusions, and shots so that her older sister, Kate, can somehow fight the leukemia that has plagued her since childhood. The product of preimplantation genetic diagnosis, Anna was conceived as a bone marrow match for Kate - a life and a role that she has never questioned… until now. "

Introduction to the Film Key Concepts

This study guide is for the film adaptation of Jody Picoult's acclaimed novel "My Sister's Keeper". This study guide will lead students through the film's many Audience: This film is intended for a wide themes, including strained familial relationships, teenage romance, and the struggle range of people--because of the numerous for self-identity. narrators it is able to speak to various ages, from a mother to an 11-year old Synopsis: Throughout this film study, students child. It speaks to families and any person will be expected to: "My Sister's Keeper" tells the story who has been touched by illness. of 13-year old Anna, who sues her -personally respond to the film Representation: One of the reoccuring parents for medical emanicaption through various activities messages throughout the film is the when she is expected to donate a importance of free will. Viewers experience kidney to her terminally ill sister, -critically engage in controversial topics families struggling to stay together while Kate. Anna was concieved as a simultaneously being independant. The perfect genetic match for Kate, to -actively participate in group conflict between the family and the provide medical donations in order discussions individual ensues throughout. to keep Kate alive. The film follows the Fitzgerald family through their -question personal views and Language: This film speaks to the struggle with Kate's illness and approach content with an open importance and significance of organ and Anna's litigation, through various mind blood donation and the complicated viewpoints of the family members. processes and decisions that surround it. Together, in small groups and individually, students will work Technology: This film is based on the through the film and various novel "My Sister's Keeper" and has been resources. adapted into a major motion picture. Pre-Viewing: Focus Questions 1. Would you donate blood to your sibling if they needed it? Why or why not? Would you donate a kidney? Why or why not?

2. Would you donate blood to a stranger if they needed it? Why or why not? Would you donate a kidney to a stranger? Why or why not?

2. Look up "Savoir Sibling" and "Designer Baby" on the internet (try Google, Wikipedia, etc). What results do you find?

Important Definitions Emancipation is a broad term used to describe various efforts to obtain political rights or equality, often for a specifically disenfranchised group, or more generally in discussion of such matters. A power of attorney (POA) or letter of attorney is a written authorization to represent or act on another's behalf in private affairs, business, or some other legal matter. Platelets are small, regularly shaped clear cell fragments. Platelets are a natural source of growth factors. They circulate in the blood of mammals and are involved in hemostasis, leading to the formation of blood clots. Genetic engineering, also called genetic modification, is the direct human manipulation of an organism's genome using modern DNA technology. It involves the introduction of foreign DNA or synthetic genes into the organism of interest. Lukemia is a type of cancer of the blood or bone marrow characterized by an abnormal increase of white blood cells.

Remission is the state of absence of disease activity in patients with a chronic illness, with the possibility of return of disease activity

Real Life: Molly Nash Pre-Viewing Viewing Activity: Tests in the United States on 6 year old Molly Nash, who received an umbilical cord blood transplant from Activity: Predicting Pro-Con Chart her newborn brother, Adam, have shown that she is carrying bone marrow cells from her sibling. The results of the bone marrow aspiration came three Before watching the flim, read weeks after specialist Dr John Wagner at the Students, throughout the film University of Minnesota carried out the transplant to students the Prologue of the novel and show students the official film study, complete a Pro-Con chart treat Molly’s Fanconi’s anaemia. on the genetic engineering The transplant triggered controversy because it was trailer (found at: http:// the first time preimplantation genetic diagnosis has www.youtube.com/watch? (designer babies/savoir siblings). been used for the express purpose of ensuring a v=HP4NxUFgFrs). Include 3 levels of Pro-Con: perfect stem cell donor. “Molly’s blood counts have Have students work in groups to 1. Evidence from medical articles steadily increased over the past predict what the movie is going to 2. Evidence from the movie week, indicating bone marrow be about. Students may either recovery,” said DrWagner. “The tests over the last few create a poster, or a short video 3. Personal experience days showthat there is donor clip about each of the students' cell engraftment and that predictions. This chart can help students the cellularity of the bone orgnaize their feelings and marrow is phenomenal. After viewing the entire film, check throughts on genetic enginnering What we know for sure is to see who's predictions were and develop both pro and con that for the first time in years, correct! arguements. Molly is making neutrophils and platelets.” Roger Dobson Abergavenny Viewing Questions: Responding These questions can be used as discussion questions throughout the movie, prompts for quick writing/responses or as exit slips to focus students throughout viewing.

1. "My Sister's Keeper" is narrated a) Brian The Ambiguous from various viewpoints. How did hearing from each character change b) Jesse Line Between your view of them and your opinion of c) Anna the situation? 8. Why did Kate ask Anna to sue for 2. Sara's viewpoint almost always Right and Wrong medical emancipation? Was Anna takes place in the past. What is the “‘The answer is that there is no good answer. right to listen to her wishes? significance of this? So as parents, as doctors, as judges, and as 9. Do you feel it was unfair of Kate to a society, we fumble through and make 3. Do you think Sara is a good ask Anna to refuse to donate her decisions that allow us to sleep at night— mother? Do you sympathize with kidney, even though it seemed to be because morals are more important than her? How does she affect the rest of the only way for her to avoid a ethics, and love is more important than law.’” the family? transplant? The quote raises a recurring theme in the film: that 4. Is Sara and Brian's choice to no clear distinction always exists between right and 10. Discuss the consequences of the wrong. As Judge DeSalvo also says, Annaʼs quality concieve a child as a genetic match trial other than the ruling. In what of life is inextricably tied to Kateʼs sanctity of life. In for Kate morally justified? ways does it force people to deal other words, the more Anna must act as Kateʼs with issues in their relationships? donor, the more Annaʼs quality of life deteriorates. 5. Are Brian and Sara equally good She has to suffer through painful procedures like parents to all three of their children? Sara and Brian? Anna and her bone-marrow extraction and has to give up things Have they treated them equally? parents? she wants, such as hockey camp. But without Anna making these sacrifices to serve as Kateʼs donor, 6. What is the significance of the Kate would die. story of Taylor Ambrose, and why is Sara the one that tells it? Discuss the questions: Does keeping Kate alive justify causing Anna to 7. Discuss the ways each member of suffer, and at what level of Annaʼs suffering does the family deals with their situation. that tradeoff become invalid? How are each of their identities affected by Kate? How does this Judge DeSalvo, in her ruling, admits that no good affect Kate? solution exists, and that ultimately people make imperfect decisions based not on ethics or law but on personal morals and the love we feel for the people we care about. How does this make you feel? Do you agree? Disagree? Teenage Love: Kate & Taylor The relationship between Kate and Taylor's relationship differs when we Taylor Ambrose is significant. experience them from their own Notably, their relationship is told perspective, not Sara's? through Sara's narration, not Kate's. How does this change how we see 2. What do they talk about? How do the relationship? they help each other through their illness? Do they even discuss their Students must create a fake illness? Facebook wall of conversation between Kate and Taylor. The 3. How do Kate and Taylor help one "Facebook wall" must be printed off another? (This must be clear in the on a poster to be hung in the Facebook wall 'discussion') classroom. Ask yourself the following questions before completing the assignment: 1. How do you think Kate and Activity: Create a PSA From Novel to Film

Your assignment following the movie is to "My Sister's Keeper" is based on an award create a 30-45 second Public service winning novel by Jodi Picoult. The novel announcement on the value of being an was released in 2004, and 5 years later, in organ donor or a blood donor. A public 2009 was released as a major motion service announcement is typically part of a picture, starring Cameron Diaz and Abigail of a public awareness campaign to inform Breslin. or educate the public an important issue often regarding health or safety. In the The novel and the film have significant movie sister's keeper, Kate was sadly not differences, notably that the director able to live despite the many treatments altered the ending of the film against and donors she received but there are Picoult's wishes-in the novel, Anna is killed many people out there who have survived in a car crash and her organs are because of people who have made an harvested and Kate is saved. incredible act of charity and compassion Other differences include the character and donated their own body to help the Julia Romano, who in the novel acts as an life of someone else. The goal of your advisor to Anna as well as a love interest public service announcement is to create of Campbell. awareness on the importance of being an organ donor and the life changing impact As well, different subplots are highlighted a donor can have for someone else. Use or deemphasized, such as the relationship your creativity in the making of the public between Jesse and Brian and Jesse's service announcement. Be sensitive and arson. appropriate at the same time. This is a serious issue and is not to be taken lightly. You will have 2 classes to work on your PSA and then will present it to the class.

Follow-Up Further Reading Questions Avise, John C. The Hope, Hype and Lemonick, Michael D., David Bjerklie, Alice Reality of Genetic Engineering: Park, and Dick Thompson. “Designer 1. Which character changes the most? Remarkable Stories from Agriculture, Babies. Time, January 11, 1999. Which changes the least? Industry, Medicine and the Environment. New York: Oxford University Press, 2004. 2. After Kate dies, how does the family grieve? How do they survive? In what Nicholl, Desmond S.T. An Introduction to ways did Anna give life back to the family, Genetic Engineering. New York: not just Kate? Bellafante, Ginia. “Jodi Picoult and the Cambridge University Press, 2008. Anxious Parent.” New York Times Sunday 3. Do you feel it is ethical to concieve a Magazine, June 21, 2009. child for genetic requirements? Has your Shanks, Peter. Human Genetic view changed as the story progressed? Engineering: A Guide for Activists, Why or why not? Bluebond-Langner, Myra. The Private Skeptics, and the Very Perplexed. New 4.Has this movie changed any of your Worlds of Dying Children. Princeton: York: Nation Books, 2005. opinions about other conflicts in bioethics Princeton University Press, 1978. like stem cell reserach or genetically manipulated offspring? If not, do you Shannon, Thomas A. Made in Whose believe that their should be specific Craig, Olga. “Morality Tales for the Image? Genetic Engineering and Christian exceptions, such as the purpose of saving Masses.” The Telegraph, April, 16, 2006, Ethics Amherst: Humanity Books, 2000. another person's life? Culture Section, UK Edition.

DVD Source: "My Sister's Keeper" New J&S Study Guides

Line Cinema: 2009 Created by Stephanie Malloy & Jon Schmidt

One Week A STUDY GUIDE

Curriculum Guide: This guide has been produced as an accompaniment to One Week and is intended for senior secondary students. The guide provides information and activity suggestions suitable for English, Family Studies, and Media Studies classes.

Introduction:

One Week is a 2008 film from writer- director Michael McGowan. The film was released by Mongrel Media and earned Joshua Jackson the Genie Award for Actor in a Leading Role at the 2010 awards, which followed a 2009 DGC Craft Award for Michael McGowan’s directing. What would you do One Week is a distinctly Canadian coming of age story. Centered on Ben Tyler (Joshua if you knew you Jackson) – an average young Torontonian – the viewer is taken on a journey of self- had only one day, or discovery following the revelation that Ben has an aggressive cancer. Rather than ob- one week, or one month taining treatment as soon as possible, Ben shuns the normative thought process and to live? What wish begins a cross country journey in search of something he can’t define. Using the Cana- would you fulfill? dian landscape as a co-star, the film takes the viewer through the moments that shape a person’s life. Although a serious cancer is the driving force behind Ben’s actions, the film avoids melodrama and pity; the film asks the viewer to focus on life, not death.

Ashley MacKenzie & Alex Thureau - 1 - “To strive, to seek, to find, and not to yield” - Lord Alfred Tennyson

Pre-viewing Guide

Discuss the following questions prior to viewing the film:

1. What would you do if you knew you only had one day, or one week, or one month to live?

2. Michael McGowan comments that ―I think, as Canadians, sometimes we only embrace our patriotism in the start of hockey games […].‖ Do you agree? Why or why not? http://youtube.com/user/MongrelTrailers#p/search/7/hNiaLkE-Q48

3. What does it mean to be Canadian?

4. What elements identify a film as Canadian?

5. Analyze the movie poster. What does the text lead you to expect? How do the non-verbal selections (colour, photos, composition, etc…) set up the movie?

6. One Week was released by Mongrel Media. What is a Mongrel and what type of film would you expect a company with this name to release?

7. Has your family been through a medical scare? What kind of impact does that have on the family unit?

8. Is the individual or the collective more important?

9. Have you ever done things that you didn’t want to– or didn’t even care about– just because it was expected that you do them? What kinds of things? How did doing them make you feel?

10. How would your family react if you left home? How would you react if a family member did the same thing?

Ashley MacKenzie & Alex Thureau - 2 - Film Structure Activity

Using the road map, find as much information as possible to answer the ―What?‖ (what literally happens) and the ―So what?‖ (what impact it has on the story) below.

Taking the long road home...

What? So what? Toronto 1. Starts in media res 1. The viewer is 2. Ben is diagnosed immediately drawn into the thick of the plot; this is an 3. Diagnosis motivates him to re- effective way to invest or examine his life hook the viewer 4. Why has his life turned out the way it has? How do people decide 2. which path to take? Students should 5. Doing what’s right for him 3. continue to deduce impacts the world in positive ways 4. the ―So what‖ of 6. Swimming in ―that famous river 5. events that occur in Egypt‖ throughout the film, 6. which are broken up 7. Decides to spend some time 7. by region. alone

Ashley MacKenzie & Alex Thureau - 3 - So what?

1. Ben meets some daring cyclists. 2. The cyclists open his mind to ideas that he would have previously dismissed as impossible. 3. He is inspired to step out of his comfort zone. Perry Sound 4. What does Grumps represent?

1. How we see ourselves vs. how we see others. Ranchmen Hotel 2. Samantha doesn’t ask what Ben compromised on with her. 3. Meets a wise man. 4. Ben learns about love. 5. Ben is still seeking external affirmation. 6. Wisdom comes from experience, not age. 7. ―That which we are, we are.‖ - Ulysses quote in a blank Bible. 8. Ben’s health starts to catch up to him.

1. Stumbles upon the Stanley Cup “That which we 2. Meets Derek Vincent are, we are.” 3. Learns that you don’t always - Alfred Lord Tennyson know what impact your actions Manitoba will have. 4. The notion of bringing the dream home.

Ashley MacKenzie & Alex Thureau - 4 -

Saskatchewan

1. Ben’s bike breaks down. 2. Ben meets Fran. 3. Fran feels rooted in place, but she’s not bitter. 4. What’s right for one person isn’t Travel to Alberta necessarily right for another.

5. Having roots doesn’t preclude you from 1. Dinosaur park forces Ben to take stock of trying new things and living in the his own significance. active sense. 2. Is Grumps (or that which Grumps symbolizes) extinct? 3. Ben runs over road kill and crashes his bike. Banff

4. Ben is re-energized by his survival. 1. How is Ben brought back to reality? How does he feel about it? 2. How does meeting Tracey at this crucial time affect his future? 3. ―Many of life’s failures are Tofino people who didn’t know how close to 1. His health is catching up to him and his success they were‖ - Edison. bike gets crushed, but he perseveres and 4. Ben is able to articulate what he’s looking for goes surfing anyway. What does this say (he’s searching for moments). about his character and values? 5. ―It’s not about us, it’s about me.‖ The conflict 2. The German couple reminds the viewer between the collective and the individual to take joy in the little things and in comes to a head. memories.

3. Ben finds Grumps. Can Grumps be defined?

Toronto

1. Ben hasn’t let go of reality—he has just reshaped his perspective of it. Discuss.

Ashley MacKenzie & Alex Thureau - 5 - “Many of life’s failures are people who didn’t know how close to success they were” - Thomas Edison

Post-viewing Guide

Discuss the following questions after viewing the film:

1. Did you enjoy the film? Explain your reasoning.

2. How did the cinematography influence you as the viewer?

3. Have your ideas about what you would do if you only had one day, or one week, or one month to live undergo any changes?

4. Is Ben selfish, or is his family?

5. How does the narration enhance the s storytelling?

6. Write a letter to Ben in which you tell him what you think about his actions.

7. Script an alternative ending to the story. What would have happened if Ben woke up to find that his adventure had just been a dream?

8. Would you have made any changes as director? If so, what would you have changed, and why?

9. Make a list of all the decisions Ben had to make throughout the film. What elements impacted his choices?

10. Is the movie what you expected it to be based on the promotional materials? How so?

Ashley MacKenzie & Alex Thureau - 6 -

Symbols & Motifs:

SymbolsWhat purpose & Motifs: do the following symbols and motifs serve? What could they represent?

 Searching for the ―World’s Biggest‖  The motorcycle  Grumps  Hotel Bible  Terry Fox statue  The Stanley Cup  Road kill  Getting lost in the woods

Themes:

 The individual vs. the collective.  What is real?  How we see ourselves vs. how others see us.  Taking chances.  The difference between living and being alive.  Free will.

Ashley MacKenzie & Alex Thureau - 7 - MUSIC

The soundtrack to One Week is an homage to Canadian music. In a film which includes long sequences wherein only one actor is on screen, the music serves a vital role in establishing the tone of the scenes and the film on the whole. In addition, Canadian musicians Gord Downie, Joel Plaskett, and Emm Gryner all make an appearance in the movie.

1. Analyze the lyrics for the songs included on the soundtrack. How do the themes in the songs related to the theme in the film?

2. An English version of ―Un Canadien Errant‖ exists. Why might the director have opted to use the French version of the folk song?

3. Would the viewer’s impression of the movie change if the soundtrack included non-Canadian musicians?

SCRIPT

The script has two types of writing: the dialogue between characters and the narrator.

1. The script includes many quotes from famous people. What purpose do they serve?

2. Which lines from the film did you find most striking? What do these lines tell you about your own values?

3. The director was also the scriptwriter. What are the pros and cons to this arrangement?

QUESTIONS FOR EXTENDED RESPONSE

1. Compare and contrast One Week and Juno with regard to decision making and film making.

2. One Week has the potential to be a very depressing story. How does the film avoid this?

3. One Week is a fictional tale that reads like non-fiction. How does Michael McGowan achieve this?

4. What risks does Ben take while pursuing his journey? How might things have ended differently for him?

Ashley MacKenzie & Alex Thureau - 8 -

SCENES FOR CLOSE ANALYSIS

Ben is a nihilist While discussing their plans for a wedding ceremony, it becomes apparent that Ben and Samantha do not share the same views on religion. How does the editing and symbolism show the audience Ben’s thoughts? Samantha has trouble processing what she sees as new information, and Ben is not too sympathetic. What does this tell the viewer about their relationship?

Terry Fox Memorial Ben had pulled over to admire a monument to Terry Fox. The narrator tells the viewer that this is as far West as Terry Fox reached, and a clip of Terry’s own voice is played. These are the only lines in this scene, yet it is a pivotal part of the movie. How do the audio and visual clues work together in order to eliminate the need for dialogue?

Ben meets Tracey After losing his way in the forest, Ben spends the night with Tracey. How do the setting, music, and flashbacks all contribute to an overall atmosphere? During this scene, Ben strays in his commitment to Samantha. However, it can be argued that this brief encounter is more genuine –more real– than Ben’s years (and multiple scenes) with Samantha. Why is that?

Ashley MacKenzie & Alex Thureau - 9 -

Further reading & viewing:

One Week Press Kit http://www.mongrelmedia.com/data/ftp/One%20Week/One%20Week,% 20Mongrelized%20press%20kit.pdf

One Week Production Stills http://www.mongrelmedia.com/press_info/? id=1441

About Mongrel Media http://www.mongrelmedia.com/about_us/

“What Makes a Film Canadian?” – Compare Juno and One Week –

http://www.canada.com/ vancouversun/news/ business/story.html? id=1954f523-77b3-4c28- 8829-29bcddca9f99&k=2754

Ashley MacKenzie & Alex Thureau - 10 - Schindler’s List Study Guide By: Paul & Rhonda

Introduction

Created in 1993 Schindler’s List is an American made biographical drama about Oskar Curriculum Schindler, a NAZI businessman This study guide has been who works tirelessly to save the created to serve in conjunc- lives of over 1000 Jewish refu- tion with the cinematic epic gees in Poland during the Se- Schindler’s List, within the cond World War. Directed by secondary classroom. This Steven Spielberg this film was guide focuses on themes and issues that are primarily en- based on Schindler’s Arc, a novel compassed within the curric- by Thomas Keneally. The movie ulum of Social Studies, Histo- stars Liam Neeson as Schindler, ry, English, and Social Justice. Ralph Fiennes as SS Officer Give yourself five classes to Amon Goth and Ben Kingsley as work through this guide. Schindler’s Jewish assistant Historical Context Itzhak Stern. With production In 1939 Nazi Germany, led by costs of twenty two million it Adolf Hitler, set out to spread proved to be a huge box office their ideas of racial superiori- success, bringing in over three ty through war. Their journey hundred million dollars and sev- to world domination began in en academy awards, including Poland, where they quickly Best Picture, Best Director, and took control and began to im- Best Original Score. Since its re- plement their racial policies lease it has consistently been against the European Jewish included in the top 10 rankings population, who they saw as inferior and dangerous ene- of best American films of all mies. Although most Germans times. supported their government , a courageous few stood against tyranny.

Before Viewing During Viewing In groups discuss the following While viewing the movie students questions: should consider the following:  The progression of severity of  By examining the movie adver- German treatment towards the tisement on page one - what Jewish population. can you conclude about the Characters movie?  Evolution of characters? Each character in this movie  How did the Jewish population  What do you know about is dynamic. Describe the respond to their ordeal? WWII? characteristics of the follow-

ing people in the film:  What segment of the Jewish  Who was involved? population was seen as essen-  Oskar Schindler

tial to the German war effort?  Itzhak Stern  What were the reasons behind the conflict? At appropriate times during view-  Amon Goth ing pause the film and discuss as a  What does NAZIS stand for or class:  Helena Hirsch mean? Who are they? What is their

 Beginning of WWII quest? How do they change  How were ethnic groups treated  German/Jewish relationship throughout the film? Why? differently during the war? pre WWII  Ghettos Explain the following rela-  What is your current knowledge  Final Solution tionships between: about the Holocaust? Does the  Ktallnacht or Night of Broken word have any meaning to you? glass  Oskar and Itzhak  Auschwitz  Oskar and Amon  How are persons of Jewish an-  Selection  Helena and Oskar cestry stereotyped in our  Plaszow  European Jewish population world?  Helena and Amon

 Oskar and his wife Perspective

Here students can have an opportunity to investigate the perspective from which the story is being told. Stu- dents can focus their investigation on director Steven Spielberg and his possible motivations behind creating After Viewing  Audience this film and telling it the way he did. Now that you have viewed the Who do you think the intended au- movie this is a good opportunity to dience for this film is? investigate how Spielberg made use What is Left Out? of media aspects and other con- How do you think the concept of cepts in order to tell the story of audience affected the making of Every perspective has a bias, Schindler’s List. this movie? what do you think the biases

Topics for Discussion  Representation of Spielberg were? What does this say about NAZIS?  Whose story is not being Holocaust In groups discuss the following as- told? pects of media. Be prepared to Jewish experience share your thoughts on one aspect Second World War  What are you left won- with the class. Germans dering about?

 Which people and groups  Symbolism  Agency of people are being privi- Who made the movie and why? Use of color throughout leged in the making of Who wrote the book and why? National and religious symbols this movie? Guilt/Justice  Category What kind of movie is Schindler’s List? Themes  Technology During the film there are a number of themes that illustrate both the How do you think the movie was human atrocities of the time and human courage of both Schindler made? Where do you think the movie was and the oppressed Jews. Once you have watched the film, review the made? various themes found within it and give examples of how they were illustrated throughout movie.  Language What languages are used?  War  Indoctrination

How do you make sense of it?  Nationalism  Survival

 Identity  Death

 Genocide Learning Outcomes  Students will gain and understanding of the multiple perspective on the Holocaust.

 Students will be able to explain what the Jewish population went through during WWII. Activity Extensions:  Students will be able to  Write a one page journal reflection from the perspective of a German identify key media aspects Nazi OR a Jewish Holocaust survivor. found within the film.

 Create a skit that portrays a situation or event during the Holocaust.  Students will be able to present their findings Topics for Extension within a classroom In a film such as this there are numerous areas in which an educator can extend certain themes and topics found within the movie into the school curriculum. Below are some suggestions and resources which may help you . Topics:

 Human rights violations

 Genocide

 Japanese Internment

 Racism Resources:

 Night by Elie Weisel

 Survival in Auschwitz By Primo Levi

 Survivors of Shoah Visual History Foundation: http:// dornsife.usc.edu/vhi/

 Film: Hotel Rwanda (2004)

 Vancouver Holocaust Education Centre: http://www.vhec.org/

“One person can make a difference” Oskar Schindler Stereotypes

A Case Study on Family Guy and The Simpsons

What are stereotypes? counterparts. A typical male stereotype, continue to be depicted as someone's for example, is of a "real man" who is wife (apron-clad) or girlfriend (barely- Because most television programs adventurous, masterful, intelligent, and clad). Television children are generally are quite short, the identities of unshakeable. Such sex role stereotypes cast in gender-related roles with the girls characters must be established as are intended to present viewers with a playing with dolls while the boys play at quickly as possible. To do this, television character they can easily recognize and sports. All are "cutesy" and talk as writers often use stereotypes. A relate to. Their danger, however, is that though they were insightful adults. stereotype is a fixed or conventional if seen often they can affect the way a Similarly, the characterization of image of a person or group of people. viewer perceives men in general. Male mothers-in-law, the elderly, gays, police Stereotypes generally conform to a stereotyping can narrow one's notion of officers, and truck or taxi drivers tend to pattern of dress and behaviour that is what men can be and do; it can affect be stereotypical. easily recognized and understood. women's and children's expectations of Often, a judgement is made about the men; it can even shape men's and boys' Culture and class stereotypes are person or group being stereotyped. That own views of themselves and how they also prevalent in television. Traditionally, judgement may be positive or negative. should behave. blacks were portrayed as either happy- go-lucky servants or dangerous Generally, stereotypes are less real, While commercial television has criminals, and while these stereotypes more perfect (or imperfect) and more improved in its portrayal of females, linger, we are now seeing what might be predictable than their real life many of the women featured on TV described as upright, intelligent,

Key • What are the different forms of media? • What are stereotypes? Concepts • How can we be more educationally aware while consuming media? • How does media affect our view and judgements about people and the world? What stereotypes are present in Activity the television shows you watch?

Discuss the following questions in groups of four. Write down your answers on a separate piece of paper.

1a. What stereotypes are prominent in your high school?

1b. Are these stereotypes accurate or inaccurate?

2. How do these stereotypes middle class black characters as well. Similarly, North American native peoples affect your lives? are now being portrayed as something other than buckskin-wearing teepee dwellers. Too often, however, minorities are portrayed stereotypically and almost never as powerful or rich as the white majority.

3. Attempt to describe your Because stereotyping can lead children to form false impressions of various student body by categorizing societal groups, it is important that students recognize stereotypes and understand the the different groups of role they play in television's portrayal of life. To become television-wise students must tune in to the ways television treats people, recognize how they themselves relate to students. TV characters, and understand how these characters can influence their ideas about real people in their communities.

4. Does your description require you to stereotype your ACTIVITY classmates? After reading about stereotypes students will look at the images on the following page and complete the following tasks: 1.Record all the adjectives that come to mind when viewing these images. 2.Are these adjectives representative of the people in the photo? Why or why not? 3. To what extent does the media influence our stereotypes of people in these photos, our friends, and ourselves? STEREOTYPE “A widely held but LEARNING OBJECTIVES • Students will be able to understand of the effects of stereotyping on minority groups fixed and and society's perceptions and attitudes towards them. oversimplified image • Students will be able to understand how media "represent" people and events to viewers from a specific point of view. or idea of a • Students will be able to identify the importance of equitable representation in particular type of media. Students will be able to recognize the effects of media representation in society. person or thing” • • Students will be able to identify the role of stereotypes in media and the possible negative consequences of stereotyping.

WHAT ARE THESE SHOWS “Homer is one of the REALLY ABOUT? most influential fictional characters on TV”

“Homer embodies several American working class stereotypes: he is crude, overweight, incompetent, clumsy, lazy, and ignorant”

The Simpsons Family Guy The Simpsons is an American animated Family Guy revolves around a sitcom which was created by Matt Groening for dysfunctional American family in a less than the Fox Broadcasting Company. It is a satirical normal town of Quahog who are thrown from parody of the middle class American lifestyle one crazy scenario to another. The family epitomized by its titular family, which consists of consists of six members: Peter the father, Lois Homer, Marge, Bart, Lisa, and Maggie. The the mother, Stewie the homicidal baby, Chris show is set in the fictional town of Springfield, the son, Meg the daughter, and Brian the and it lampoons many aspects of the human dog who is often the smartest out of all of condition, as well as American culture, society them. as a whole, and television itself. Text from Wikipedia

VIDEO CENTRE

WARNING: SOME MATERIAL MAY BE OFFENSIVE

‘’

THE SIMPSONS http://www.youtube.com/watch?v=1aBaX9GPSaQ http://www.youtube.com/watch?v=DhrfhjLd9e4 http://www.youtube.com/watch?v=R4i8SpNgzA4&fe

FAMILY GUY http://www.youtube.com/watch?v=mBLDBDFRp6E&f http://www.youtube.com/watch?v=9JhuOicPFZY http://www.youtube.com/watch?v=m1lAN4xq4hE&f After watching clips from The Simpsons and Family Guy fill out the chart below identifying the stereotypes being made and whether it is a positive or negative representation of that group. Provide specific examples and record possible effects it may have on the group being stereotyped.

Identiﬁed Negative or Speciﬁc Examples Possible Effects Stereotype Positive FINAL MEDIA ACTIVITY GROUP VIDEO CONCLUDING PRODUCTION QUESTIONS

Are the stereotypes in The Simpsons and Family Guy accurate In groups of four you will prepare a script that corrects a representations of stereotype depicted in The Simpsons or Family Guy. reality?

Step 1: Choose a Stereotype Why do you think these Select one of the stereotypes represented in either The Simpsons or Family Guy shows have become so popular? Step 2: Plan a Scene for the Stereotype Write a script that shows that stereotype in a similar way it was shown in the television show. How are the Step 3: Plan a Scene to Correct the Stereotype stereotypes from the Write a script that then corrects the incorrect ways that stereotype was represented. shows represented in our own society or Step 4: Choose the Settings and Characters school? Determine the best setting and characters to accurately create your scene.

Step 5: Film Your Scenes What can you do to Film your two scenes and be conscious of how the camera angles and filming techniques help your friends used will appeal to your audience and present your scene in the best possible way. understand the effects of stereotyping? Step 6: Edit Your Film Edit your film using iMovie, MovieMaker or any software of your choice.

Step 7: Present Your Edited Film Present your final product to the class. Explain why you chose the setting and characters you did and be sure to mention the filming and editing techniques you used to design the final product.

YOUTUBE: http://www.youtube.com

RESOURCES USED IN MAKING THIS WIKIPEDIA: http://www.wikipedia.org GUIDE AND FOR FURTHER STUDY MEDIA AWARENESS: http://www.media-awareness.ca ADBUSTERS: http://www.adbusters.org

Teacher’s Resource Guide created by: Amerdeep Nann & Ashley Bayles A Media Study Guide by Mark Brown Bright Star Introduction Ben Wishaw Abbie Cornish Bright Star is a film by this movie to analyze The film has won awards Prescribed Learning Jane Campion that por- Keat‘s poetry as por- for cinematography, Sound, Outcomes addressed trays the romance betrayed by Campion. and Best Supporting Actor It is expected of the students tween Poet John at the British Inde- to: Keats and his pendent Film lover Fanny Awards, Heartland Demonstrate a will- Brawne. Love be- Film Festival, and ingness to reassess tween them National Society of though, meets Film Critics respec- their understanding of with challenges of tively. a topic on the basis of economics, death, responses from others Being the artistic and rivalry. These representation that and new ideas and harsh realities that Bright Star is, this experiences conflict with guide asks students Keat‘s love also to think about lit- Compare different commonly occur erature alongside sources of informa- in his poetry, and Campion‘s inter- tion on the same literature in gen- pretations to ex- eral. It is the inten- topic. plore analytical ave- tion of this study nues of film cri- guide to investi- tique. gate the poems in Questions to ponder before watching the film: What messages do How do you feel Is it ok to live with un- you feel that Keat‘s about the way Keats certainties in life, like tries to make with feels about love? Keat‘s poetry suggests, his poetry? or should humans strive What do you feel to perfect them? How is love com- the purpose of monly portrayed in dreams are for hu- Is there a ‗dreaminess‘ movies? mans? Are they to Keat‘s poetry? If so, meant to be can this be produced in What tones (if any) achieved? film? do you feel come across in Keat‘s poetry? Is the dilemma in Nightingale joyful or Poems Studied: somber? What about La Belle Dame Sans compared to La Belle Merci Ode to a Nightingale Dame Sans Merci? Bright Star La Belle Dame Sans Merci

What significance does ity to fully love Fanny– this poem have in the does this show forth in movie‘s plot? the Knight in La Belle? Is there a way in which Dendrochronology: It Keats resembles the can be fun to think of Knight in La Belle…? tree science when reading this poem. In the How does Fanny‘s same way that rings in a mother feel about the shifts in narration? tree reveal a tree‘s history, possible love developing so to, do quotations give Perhaps Campion se- between Fanny and John? us a telescoping in/out of lected this poem precisely Is there a way in which a story. How many layers for its ‗devil on the shoul- another‘s avowal or out- do we get in La Belle; that der‘ sort of vibe. cry affects the people is, how many shifts in Is there then, a villain in who love each other? narrative perspective take Bright Star; and if so, What economic factors place? Who are the peo- which character do you play a role in Keat‘s abil- ple that represent these think this is and why? ―Oh what can ail

thee, knight-at- Activity: In groups of two, work arms, Alone and together to complete the ‗Story Map‘ chart to identify the characters and palely loitering?‖ their consequent perspectives: what are the con- trasting problems and so- lutions?

Ode to a Nightingale http://www.youtube.com/watch?v=EAfvx-HrsdI Listen to the above clip of the branches of the trees. a nightingale: The nightin- What physical qualities of gale triggers Keat‘s tran- this position by Keats might scendent reflection in this have helped him to be in- poem, a journey which spired by the nightingale? Campion also depicts in this Keats even suggests in the film. Is there a soothing, poem that this same song transcendent quality in lis- was heard ―in ancient days tening to the music of a by emperor and clown;‖ so, nightingale? it becomes a transcendent experience for him as he In Bright Star, Keats be- imagines connecting across comes captivated by the not through envy of thy generations through the singing of a nightingale as happy lot / But being too ―immortal bird.‖ What sort he takes a seat at breakfast happy in thine happiness.‖ of imaginative power is con- to listen and pen his What about the bird‘s hap- tained within this? Keat‘s thoughts, even sitting atop piness makes Keats envy?‘ says to the bird that: ―‘tis The Poem’s Conclusion ―The poet is the least Ode to a Nightingale con- more, do you feel that there reading of the poem match cludes with Keat‘s famous is any particular reason that with your own reading? Of- lines: ―Was it a vision, or a Campion chose to end the ten another‘s voice can poetic thing of all– it has waking dream? / Fled is that film with Keat‘s character open up the poetic experi- music—do I wake or (Ben Wishaw) reading this ence– or conversely muddle sleep?‖ How do these final particular poem with the the feeling of how it is heard no self—it is everything thoughts ‗resolve‘ Keat‘s credits? What final message through a ‗reading voice‘- tension throughout the does this leave with you as a which one works for you, or and nothing‖ poem– or does it? Further- viewer? How does Wishaw‘s do they both? F.L.I.R.T. with an Ode Analyze the poem with a friend under the following poetic rubrics!

F orm

L anguage

I magery

R esponse

T one

Conclusion www.brightstarthemovie.co.uk Official Website:

Further Viewing: Dead Poet‘s Society Shakespeare in Love Sylvia

Like Poets: Samuel Taylor Coleridge William Blake Bright Star Percy Shelley Bright star, would I were stedfast as thou art-- William Wordsworth Not in lone splendour hung aloft the night And watching, with eternal lids apart, Like nature's patient, sleepless Eremite, The moving waters at their priestlike task Of pure ablution round earth's human shores, Or gazing on the new soft-fallen mask Of snow upon the mountains and the moors-- No--yet still stedfast, still unchangeable, Pillow'd upon my fair love's ripening breast, To feel for ever its soft fall and swell, Awake for ever in a sweet unrest, Still, still to hear her tender-taken breath, Scene Analysis And so live ever--or else swoon to death. The departing scene features Fanny Brawne reciting tween Keats and ‗got it right‘ with Keats Bright Star from memory. Here are some concluding Brawne, and if so, message as it is in Bright thoughts for you to ponder: what do you feel is the Star– the movie? cause? How does the reading of Bright Star comply with your expectations of love? There seem multiple explanations for this, Though it seems that the movie presents Bright evident in both the Star as a love poem, there can be some parallels movie and Keats po- drawn to the other Keat‘s poems used in the etry. In this same line movie that color it with a more somber tone. In of thinking, do you your opinion, is there a tension in the love be- think that Campion Freedom Writers: A Study Guide

Synopsis When the passionate and idealistic Erin Gruwell takes on a teaching assignment at Wilson High School she initially finds more than she bargained for. Her class was deemed a ‘problem’ class because many of the students were struggling academically, and with life in general.

This class was racially diverse (students of African, Asian, European, and Latino descent), and some of the students were actively involved in criminal activities. For these and other reasons many of the other teachers at Wilson High had given up on these students. They were deemed hopeless and already lost to the difficult lives they were leading.

Despite not having the support of her colleagues, and being fiercely challenged by the students themselves at first, Ms. Gruwell soldiered on. The perseverance both she and the students show throughout this film highlight what is possible when people commit to Key Concepts working together positively, regardless of which colour or creed they come from. Language – How people converse with each other tells us much about how people think about others and their world. Pay attention to Introduction the language used throughout the film. How do the students talk? How do the teachers talk? Cultural and racial interactions are a crucial part of everyday life in many parts of the contemporary Representation – We must always remember world. In North America this reality is especially that movies are constructed visions of the prevalent, and this issue is highlighted in this film. world. They are representations that may contain many different versions of truths. How Racial inequalities have continued despite the valiant are the characters represented in this film? efforts of Dr. Martin Luther King Jr. and all those who Are these representations accurate or fought in the civil rights movement. Progress has inaccurate? been made in Canada and in the United States, but as will be seen in this film, much work remains to be Racism - Acting in a way that makes it seem done to bridge misunderstandings between different as if one group of people is better than racial groups. another group of people based on their genetic and cultural backgrounds. This film is set in 1994, just after the 1992 Los Angeles riots, a time when questions around race Poverty/Class distinction – All societies have came yet again to the forefront of North American hierarchies of class: those who live in poverty, discourse. those who do not, those who are rich, etc. These differences play a large role in determining how we act, live, etc.

Discrimination – An act that negatively impacts another person or group of people.

Self-fulfilling prophecy – Example: ‘My family is always involved in crime, so I too must be involved in crime.’ This type of thinking is wrong; every student/person/group of people have or should have the opportunity to remove negative factors from their lives.

Discussion Questions

Curriculum Relevance (IRPs)

This film and guide is suitable for Socials Studies • What are some stereotypical names used 10, 11, 12, Humanities, English and Media and to describe these (and other) groups? Film studies.

• Have you ever experienced racism in Some specific curriculum PLO connections your life? include:

• What is respect? How does one earn the Social Studies 10 respect of another?

- Apply critical thinking skills, including: Questioning, comparing, summarizing, drawing conclusions, defending a position

Social Studies 11 “AN F? WHAT, ARE YA - Apply critical thinking—including TRIPPIN’? ” questioning, comparing, summarizing, drawing conclusions, and defending a position—to make reasoned judgments about a range of issues, situations, and topics.

- Demonstrate skills and attitudes of active citizenship, including ethical behaviour, open-mindedness, respect for diversity, and collaboration

Discussion Questions: Before Viewing

With a partner or in small groups, discuss the following questions before viewing the movie.

• When you heard the word “racism” what comes in mind?

• What different cultural groups are present in our school?

After Viewing Discuss the following questions in partners or small groups:

• What are some differences and/or similarities between our school community and the school community in the movie?

• What key issues are the filmmakers trying to highlight in this movie?

The 1992 LA riots brought race-related issues to the • Who is the intended audience? forefront of North American discourse. • This film was set in the 1990s, have these issues changed by 2011? If yes, how? If no, what can be done to start positive change?

• What does it say about high school students in LA’s inner city? How is this an accurate or inaccurate depiction?

• What genre of film would you categorize this as? Why?

• The freedom writer diaries gave students in Ms. Gruwell’s class a chance to have their voices heard. Can you think of other ways to do this in our classes? Racial tensions in schools often lead to bullying and/or ganging up on those who are different. • Does the language used in the film contribute to positive/negative stereotypes of the students?

“MY FRIENDS ARE SOLDIERS. NOT OF WAR, BUT OF THE STREETS. THEY FIGHT FOR

THEIR LIVES.”

Activities

The Line Game During one of the classroom scenes, Ms. Gruwell played the Line Game with her students. The purpose of this activity is to clearly show students their differences and similarities amongst each other. In the end of the game, after they realized their peers had experiences that were parallel to their own, they began to show respect and understanding toward one another.

Randomly divide the class into two groups. Lay a strip of tape in the middle of the room between the two teams. Instruct them to stand next to the tape if Ms. Gruwell introduces the Line Game in class. the answer to the question is “yes” then step back to original position for the next question. Use the questions below as a guide to constructing others that are relevant to the class. As the game progresses, prepare students before asking more personal or sensitive questions.

1. How many of you watched______movie? 2. Step on the line if you like ______song. 3. How many of you have siblings? 4. Who here have gotten into a fight before? 5. How many of you know someone who was bullied before? 6. How many of you have been a victim of bullying or discrimination? Sindy and Eva finally shows each other respect.

Filming a PSA Film production allows students to have hands-on Involve the students in setting guidelines, experience with scripting, storyboarding, acting, expectations and criteria for the finished PSA filming and editing, etc. Students can apply their product. It should be short and concise, no knowledge in media and film education by more than 1:50 minutes in length. producing a short video on a theme that relates to those found in Freedom Writers. Some examples of themes from the movie: • Racism Brainstorm with students some of the themes in the • Discrimination movie. In filming a public service announcement, • Class distinction students in groups of 4 or 5 chooses one theme • Bullying they would like to address in their announcement. • Poverty

A lesson or two on filming techniques and technology is necessary before students begin filming. Students should understand how to safely “BUT TO GET RESPECT YOU operate equipment(s) and film editing basics. HAVE TO GIVE IT”

“WOW…YOU USED YOUR LIBRARY CARD?”

“NAH..”

A Toast for Change

“IT’S A SIGN OF RESPECT…FOR YOU” Ms. G and the Freedom Writers

Sources for Further Study National Anti-Racism Council of Canada http://narcc.ca/index.html

“YOU ARE THE HEROES. YOU Stop Racism and Hate Collective www.stopracism.ca ARE HEROES EVERY DAY” Victims of Violence www.victimsofviolence.on.ca

Bullying Canada www.bullyingcanada.ca

Stop a Bully www.stopabully.ca

Soundtrack video http://www.youtube.com/watch?v=XBa55s DTIiA

By Schindler’s List

A study guide

By Jennifer Olson

Sarah Kharikian

and Jennifer Mansour

Historical In 1933, the year Adolf Hitler took power in Germany, Context the Jews of Germany and later of continental Europe, faced isolation, emigration, ghettoization, deportation, and, in the end, mass murder. By 1945, the end of the Second World War, approximately 11 million people were exterminated in German occupied Europe; approximately six million were Jews and five million consisted of Gypsies, Serbians, Polish intelligentsia, political opponents, resistance fighters, homosexuals, Jehovah’s Witnesses, the physical disabled and the ill. This was what we call today, The Holocaust. Despite the intense control the Nazi regime had over citizens not targeted in the Holocaust, there were stories of rescue; one of which was the plan of Oskar Schindler.

Learning Objectives:

Develop critical thinking skills.

Demonstrate skills and attitudes of active citizenship including ethical behavior, respect, empathy and individual responsibility. Introduction: Recognize the Schindler’s List tells the story of a German importance of businessman, Oskar Schindler. Schindler individual and collective action in transforms his successful factory in Poland addressing human into a refuge for the Jews during the rights issues. Second World War, by hiring them to work for him. His actions saved 1, 100 lives Identify key terms during the Holocaust. The 1993 Steven and concepts that Spielberg film won seven Academy are relevant to the Awards. The film has been described as film’s story and Spielberg’s best film. Liam Neeson, Ben overall message. Kingsley, and Ralph Fiennes, among others, captivate the audience with superb performances.

2 Key Concepts

Through the study of Schindler’s List, students will analyze the power of individual action during large scale atrocities. Furthermore, students will analyze how the study of history has the possibility of giving lessons to society for a better future.

More specific to the content of the film students will develop an understanding of what life was like under the Nazi regime, the conditions Oskar Schindler lived under in comparison to European Jews and use such information to analyze what motivated the actions of the characters in the story.

Students will also study film techniques used throughout the film as well as the agency used by Steven Spielberg by making this film.

3 Focus Questions: 1. What is the significance of making this film in black and white?

2. How does Steven Spielberg use accent color in the film?

What impact did it make?

3. Who is the intended audience for Schiendler’s List?

4. What was your emotional response to the film?

What emotions did the film intend to evoke?

5. What is the significance of the music played in this film? How did this music contribute to the mood of this film?

6. How is Oskar Schindler portrayed in the film?

7. How does Schindler’s relationship with the SS influence your impression of his overall character and what motivations are guiding his actions?

Is he portrayed as a Hero or a Villain?

8. What is moral responsibility? How does this film incorporate moral responsibility of the individual as a lesson in history?

4 Pre Viewing Activities

Consider the definition of genocide. According to the United Nations Convention on the Prevention and Punishment of the Crime of Genocide, genocide is defined as Acts committed with intent to destroy, in whole or in part, a national, ethnical, racial or religious group, as such: ( a ) Killing members of the group; ( b ) Causing serious bodily or mental harm to members of the group; ( c ) Deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in whole or in part; ( d ) Imposing measures intended to prevent births within the group; ( e ) Forcibly transferring children of the group to another group. Question: Study examples of genocide and consider what conditions are present in a society in order for genocide to occur?

Develop a greater understanding of the historical context. Documentary of the Holocaust throughout the Second World War:

5 http://www.ushmm.org/wlc/en/media_nm.php?MediaId=7827 (6:34 min)

Post Viewing Activities

1. Discuss the Focus Questions 2. Complete the following forms: Theme Analysis

Theme Examples from Film

Identity

Stereotypes

Racism

Anti-Semitism

Conformity

Denial

Power

Symbol Analysis

Symbols Meaning/Interpretation

The girl in the red coat

Road paved with Jewish headstones

Piles of personal belongings

Trains

Character Analysis

Name Role Personality Traits Behaviour

Oskar Schindler

Itzhak Stern

Amon Goeth

Emilie Schindler

Helen Hirsch

Activities for Further Study:

Interview with Holocaust Survivor Rena Finder

Rena Finder was one of the 1, 200 Jews who was saved by Oskar Schindler.

In this interview she describes her life before the war, her thoughts on this film, and her experiences during the war and being saved by Schindler. The interview is 42:30 minutes long; therefore, you have the option of selecting clips or showing the entire interview to your class. http://www.facinghistory.org/video/interview-holocaust-survivor-rena-finder After the interview, ask students how they felt watching it, and how it added to their understanding of the Holocaust.

Student Projects Research one concentration camp. Media project can be presented in many media forms. Make a video about your own reflection on what you thought of the video or about the themes.

8 Sources for Further Study

Information on Oskar Schindler http://www.ushmm.org/wlc/en/media_nm.php?ModuleId=10005787&MediaId= 3170 http://www.ushmm.org/wlc/en/gallery_ph.php?ModuleId=10005787 http://www.holocaustresearchproject.org/survivor/schindler.html Holocaust Memorial Museums http://www.ushmm.org/museum/exhibit/focus/schindler/ http://www.vhec.org/images/pdfs/schindler_jews.pdf Survivors & Memorials http://www.yadvashem.org/ http://news.bbc.co.uk/2/hi/middle_east/7377765.stm Additional Lesson Plans http://www.thesource4ym.com/movieclipdiscussions/discussion.aspx?id=89 http://www.vcdh.virginia.edu/solguide/VUS10/vus10e02.html http://www.wcupa.edu/_academics/holocaust/teach.htm

The Television has drastically changed the way families function and interact with each other.

The Television Family By Melissa Evans and Shaun Beach Introduction

The popular TV shows have historically reflected societal values of the time, but have rarely represented audiences reality. One aspect of the television that is perpetu- ally changing is the representation of families. In an age of increasing divorce rates, single parents, blended families gay marriages, interracial couples, stay – at – home dads , adoption, common law marriages and overall delay of marriage or children, Leave it to Beaver seems a far cry from today. Current TV shows, such as Modern Family, have attempted to bridge the gap Did you know? between reality and sitcom The average Canadian by featuring numerous household watches just over diverse family structures. three hours of television per In this section, students day, compared with the United will be able to discuss States’ eight hours per day. compare, analyze and produce representations of families that have been seen on TV between the 1950s and now.

Key Aspects

Agency: Various values or shifts influence the television industry and their representations of family. The screen writers, producers, directors and actors are all influenced by what is happening around them, which is then shown on screen. Audience: The intended audiences of Focus Questions sitcoms and TV shows also have a major influence on the depiction of  How would you family structures. The audiences of TV define your own shows are dependent on the decade, the family structure? day of the week, and even the time of  What does it mean to day the show is aired. have a “normal” Representation: Family structures are family? represented in different levels of reality.  Do you watch Shows that are dependent on drama television shows that may represent a greater sense of reality reflect your own life? than a show focused on comedy. Reality  is also correlated to the content and Do you think that the context of each episode or series of the media often different TV shows. represents reality accurately?

Think about this!  What are the advantages of portraying multiple different family structures on tv?  Do you notice any consistencies between all tv show families  Why have more diverse family structures become more popular on tv in Revolutionary Modern Family recent years?

2 ACTIVITY 1

Critical Analysis of TV families through the decades 1. Have students choose two different tv shows to compare; be sure the shows are from different decades. 2. Students are to create a chart comparing the two shows and decades based on agency , audience and representations (See example below)

Comparison Chart Topic for comparison TV Show A TV Show B Decade Major societal events (i.e. wars, laws, economy…) Societal values Intended audience (i.e. age range, SES…) Family structure (i.e. number of parents, parental relationship, number of children…)

Reality of family structure Reality of family situations (i.e. marriages, pregnancies, school, work…)

Try these shows: I love Lucy, Petticoat Junction, My Three sons, The Beverly Hillbillies, Happy Days, Brady Bunch, Partridge Family, The Facts of Life, Different Strokes, The Cosby Show, The Fresh Prince of Bel –Air, Friends, Everybody Loves Raymond, Reba, Two and a Half Men, Modern Family, Friends

Activity 2 Based on the general findings of activity #1 students will take this information and create two 2-4 minute clips portraying what they feel would be a typical sitcom that is representative of the decade of their choice. Students are free to make up their own show title and characters and portray them in appropriate ways. It is recommended that each clip have the same characters in order to better observe the differences of their behavior between decades.

! page explanation

Using the topics for comparison chart, note the different issues that you felt important to include in your clips and explain why you feel these issues have arisen over the years, also be sure to discuss some of the changes you felt that the individual characters have gone through, as well as the family as a whole

Study guide

Epic Battle between Archetypes. Which ones are present in this scene? LORD OF THE RINGS Prepared by Lance Peters & Alex McKillop & Prepared by Lance Peters

[1] Unit 5: This unit looks at the inﬂuences of world mythology in literature and WORLD MYTHOLOGY IN MEDIA in ﬁlm. The focus is on the Lord of the Rings Trilogy and the Hobbit and their use of mythology as a storytelling device.

Mount Doom and the Great Eye

TOLKIEN’S HIDDEN AGENDA? "He has a mind of metal and wheels; and he does not care for growing things, except as far as they serve him for the moment. And now it is clear that he is a black traitor." --Treebeard

What do you think Tolkien wants to emphasize with this quotation? What do you think his opinion is? According to Tolkien, He did not try to compel the reader to feel a certain way, rather, he tried to write engaging stories that captured the imaginations of the reader. Do you feel that he achieved this? Was he able to hide his bias(es)?

Tree of Tales Discuss these questions with a The Ring of Power Tolkien said that all tales are group and write a 1-2 page reﬂection Can you think of any other leaves of what he called the stories involving an item that Tree of Tales. sharing your thoughts. has similarities to the Ring of Power?

[2] Archetypes Assignment Follow the link below to ﬁnd: Deﬁne the archetypes as laid out by ARCHETYPES Joseph Campbell in his work, “The Hero with a Thousand Faces”. Use this material to analyze the following characters and how they exemplify a particular archetype and discuss why you feel this is the case. FRODO BALROG SAURON GOLLUM GANDALF PIPPIN AND MERRY BOROMIR ARAGORN ELROND GALADRIEL

You may present your assignment in whatever format you decide conveys your http:// information best (text, audio, video, 0775776.student.wdka.nl/ powerpoint etc.) herothousandfaces.pdf

Thought Question:

Do you think that Peter Jackson has done the books justice? Do you feel that his remediation has accomplished Tolkien’s Vision? Gandalf the White

[3] Gandalf vs Saruman Watch the scene where THE LEGIONS OF Gandalf confronts Saruman. In a small group, discuss Saruman’s motives for betraying the White SARUMAN Council and the Free People of Middle Earth. Why did he align himself with Sauron? Was he right to do this? What would you have done in his position? Discuss and share your ideas with the class.

Themes in Literature Project- Groups of 3-4

Present a creation that explores one of the major You will be marked on: themes of the Lord of the Rings. You may choose your Level of teamwork own theme, but it must be approved by your -One person doesn’t do the whole assignment instructor. You may create a poster, video, Remember Quality of production slideshow, audio track, etc. It must be a multi- to use at least -Looks and sounds like you put signiﬁcant effort into modal representation of the theme(s). 2 forms of your project Your group must present the project to the media! Self and Peer Analysis class and facilitate a 10-15 minute discussion of -Reﬂection on your effort and that of your group your chosen theme. Quality of class discussion -The class is engaged and contributing to discussion MAIN THEMES INDUSTRIALIZATION CAMARADERIE ABSOLUTE POWER HEROISM AND CORRUPTS ABSOLUTELY LEADERSHIP

Watch the scene After watching Watch the scene There are many where Saruman has the end of ‘The which shows scenes in the film his orcs destroy the Fellowship of the Boromir trying to which show various forest around Ring, think about take the ring characters taking Isengard. Do the sundering of from Frodo. Do leadership roles. Tolkien/Jackson the fellowship. you feel that Who is the hero of portray this in a How far will there is truth to this story? Who is positive or negative people go to aid the statement the leader? light? a fellow...ship? above?

[4] Unit 5 Prescribed Learning World Mythology Project Outcomes: J.R.R. Tolkien bases much of his work on myth from different parts of the world. RESOURCES Image- compare the effect of images Find out what his sources and influences developed using two or more media arts technologies were and talk about some of the mythological origins of his work, Context- explain personal characters, places and view of the world. interpretation of and preferences for Present your findings in a multimodal selected media artworks format (more than just one method). You Visual Elements and Principles of Art may use video, audio, text, powerpoint, etc. and Design- compare the application of particular visual elements and You will be marked on the following: principles of art and design in Quality of production selected media artworks -Looks and sounds like you put Materials, Technologies, and significant effort into your project Processes- Self and Peer Analysis demonstrate an understanding of the evolution of media arts technology -Reflection on your effort and that of your used to make images group

The Great Eye of Sauron

http://lotr.wikia.com/wiki/Main_Page http://www.tolkienprofessor.com/ Additional features available on DVDs and online. Joseph Campbell’s ‘Hero With a Thousand Faces’ http://www.tolkiensociety.org/

[5] NOT YOUR AVERAGE SUPERHERO MOVIE: THE DARK KNIGHT

A STUDY GUIDE

Curriculum Box This study guide to accompany The Dark Knight has been written for senior secondary students. It provides information and suggestions for learning STUDY GUIDE activities in English, SOSE, Health and Human De- velopment, and Media. C O N T E N T S :

Introduction/ 1 Introduction Before Viewing The Warner Brothers film The Dark Knight was After Viewing 2 directed by Christopher Nolan and released in 2008. The film won two Academy Awards in 2009, one by Richard King for Best Achievement in Sound Themes Analysis 3 Editing, and the other by Heath Ledger for Best Performance by an Actor in a Supporting Role (who passed away in 2008). The movie is a sequel The Characters 4 to Batman Begins (2005), and continues to follow the story of Batman/Bruce Wayne and his fight against crime in Gotham City. Cinematography 5

This movie is one of the highest grossing movies of Music 5 all time – as of December 2010, the movie had made more than 1 billion dollars worldwide. Al- though The Dark Knight is a superhero movie based on a comic book character, it was unusual in that it received almost universal acclaim from film critics with some even saying that this was a film that could “change comic book movies forever”. Like its predecessor, The Dark Knight centres on Bruce Wayne (Christian Bale) and his secret identity as Batman, his fight against crime in Gotham City, and his struggle to maintain order and preserve good against the psychopathic criminal known only as The Joker (Heath Ledger). Although on the surface it seems to be a typical comic book movie with plenty of action, this film tells a dark story with compelling characters that contains poignant themes relevant in today’s society.

Before viewing the film  Have you seen this movie’s prequel, Batman Begins? What kinds of storylines are you expecting from Discuss the following questions in the classroom this sequel? Which characters are you looking for- before viewing The Dark Knight. ward to seeing develop?  Batman’s origin story revolves around the murder  What is your opinion on vigilantism? Would you of his parents and how he sets out to “strike fear in want a masked vigilante in your neighbourhood? the hearts of criminals”. His origin story has a Why or why not? slightly vengeful tone. What are your thoughts on  In society, who decides what is considered “good” revenge? and “bad”? • Search for The Dark Knight movie posters online.  How has Batman been portrayed throughout his Pick one or two that you like. Why do these stand history in comic books, movies, video games, etc.? out to you? Why do you think these posters were so effective in marketing the movie? P A G E 2 After viewing the film

The Dark Knight, as mentioned earlier, is not your The introduction of The Joker, however, makes average superhero movie. It does not sacrifice the things more difficult for both Bruce Wayne and spectacle and bombast of the usual action movie, Batman. He introduces an element of chaos into but the film really centers around the story—a crime, with seemingly no motive behind his attacks chilling narrative that outlines what it means to be on Gotham’s citizens; Batman struggles to come to a human being living in the 21st century. terms with this ‘new class of criminal’ who makes him question his own rules and ethics. This story As Batman and Lt. Jim Gordon (Gary Oldman) of Batman versus Joker, of good versus evil, and of enlist the help of new District Attorney Harvey order versus chaos, provides a backdrop for the Dent (Aaron Eckhart) in their war against organ- variety of themes that this movie explores, making ized crime in Gotham City, the mob bosses are it a comic book that goes beyond the conventions becoming increasingly anxious. Their response to of its own genre. this re-energized assault on their business dealings is to turn to The Joker to deal with the problem of Discuss the following questions with the class: Batman, who has openly endorsed Harvey Dent to  Which scenes did you find memorable? What be the “White Knight” of Gotham City as the hero about these scenes (besides the action) made it that the city needs. Bruce Wayne sees this as an easy to remember? opportunity to perhaps phase out Gotham’s need  What are some of the themes that this movie for Batman as a hero so that he can pursue a rela- seems to be presenting? tionship with his life-long friend, Rachel Dawes  How does the movie poster below address (Maggie Gyllenhaal). some of these themes?

They Said What?

“Sometimes the truth isn’t good enough, sometimes people deserve more. Sometimes people deserve to have their faith rewarded.” - Batman

Media Production Themes Make your own marketing poster for One of the reasons why this movie is powerful and resonates with many people is because it paints a this film. Be sure to bleak picture of life in the 21st century by bringing incorporate ele- in meaningful and relevant themes that challenge ments of colour and the viewer . Some of these themes include:  good vs. evil text that help con-  Law and order vs. chaos and terror vey a message or  Terrorism, its uses and impact theme of the movie.  Importance of justice in society

The table on the next page will help us organize these themes with specific examples from the film itself. Working in small groups, fill in as much of the table below as possible, then share Exploring a few more themes your findings with the rest of the class. Morality and Ethics Many of the characters in the film face difficult deci- Theme Examples from the Film sions that challenge their moral values.

Two scenes in particular illustrate this issue:

 Batman must choose between saving Harvey Dent Good vs. evil; hope vs. cynicism or Rachel Dawes  The people on the ferries must make a choice between saving themselves by destroying others

or face the risk of all being destroyed. Batman’s moral vision Why do you think the character decided to make that particular choice? What would you have done in that particular situation? Morality and ethics Vigilantism, Violence, and the Legal System Batman takes matters into his own hands when he Importance of justice in society sees that the legal system is unable to clean up the streets of Gotham. Violence is his solution, but as a personal code of ethics, he does not kill.

Vigilantes and the legal system  Do you agree with the actions of Batman?  List some of the causes that drives Bruce Wayne to be Batman.

 What is the role of corruption in the movie? Order vs. chaos  Should prisons serve as places of punishment or places of rehabilitation?  Is violence as a solution ever justified? Terrorism; uses and impact Terrorism The reason why Batman has difficulty dealing with the Joker is that he is not the sort of criminal Batman Duality of characters is used to dealing with. The Joker is not interested in money or control, but rather in instilling fear and chaos in the citizens of Gotham. Why?

Violence as a solution? • What does he gain in the dynamic of creating chaos that money or control fail to provide?

Inside Story Headline

This story can fit 75-125 words. you can choose and import into Selecting pictures or graphics is an your newsletter. There are also important part of adding content to several tools you can use to draw your newsletter. shapes and symbols. Think about your article and ask Once you have chosen an image, yourself if the picture supports or place it close to the article. Be sure enhances the message you’re trying to place the caption of the image near the image. to convey. Avoid selecting images Caption describing picture or that appear to be out of context. graphic. Microsoft Publisher includes thou- sands of clip art images from which THE DARK KNIGHT: MEDIA STUDY GUIDE P A G E 4 The Characters: A Closer Look

interactions with one another. with another pair. Each character can be thought to Additional Activity: represents certain facets of  On a large piece of paper or Gotham City, and on a deeper poster, work in small groups and “In Gotham, level, facets of the human nature create a mind map which links all which are present within all of us. the characters, their qualities, and you either die a  Work with a partner to fill in the their relationships with each other. chart below with as much infor- Start with names in large writing, hero, or you live mation as possible relating to the and add detailed notes around characters, and what you think each. Connect characters and long enough to “I’m not wearing hockey pads” they represent in the movie. main ideas/themes/plot points with Remember there are no wrong arrows and words to show how see yourself The rich themes and symbolism in answers! they are related. The Dark Knight are really brought to become the light through the characters and their  Compare and discuss your chart

Character Main goals/desires/ Represents in Examples /supporting villain.” driving forces society../ evidence from the film A symbol of.. - Harvey Dent Batman

The Joker

Commissioner Gordon

“Madness is like

Harvey Dent/ gravity.. All it

takes is a little Two-Face push.”

- The Joker Batman vs. The Joker Read the two quotes above which were repeated several times throughout the film.  Remember the interrogation scene with Batman and the Joker. What specific aspects of that scene illuminate some of the larger themes of  How does the ‘prediction’ made by Harvey Dent play out the film? for himself? Jim Gordon? Batman?  The Joker says to Batman, “You complete me”. Discuss what this  How does The Joker’s statement apply to the mob means in relation to the themes and character archetypes. bosses? Bruce Wayne? Harvey Dent? The ferry passen- gers?  In what ways is Batman not your typical superhero? How is he shown to be a hero? An anti-hero?  Can you think of any other stories that demonstrate truth of the Joker’s statement? Can you apply his statement to any  Do you think the Joker is insane? Why or why not? of your own life experiences? THE DARK KNIGHT: MEDIA STUDY GUIDE P A G E 5 Cinematography The Dark Knight is unique in that certain parts were filmed on different types of film. The opening scene, and some of the outdoor scenes were filmed on IMAX film, giving both a wide and high perspective. The rest was filmed on regular 35 mm widescreen.  Why do you think Christopher Nolan chose do film certain Opening scene (IMAX) scenes in IMAX?  What kind of psychological effect does experiencing transitions between each type of film have on audiences?  What general differences do you notice between scenes that are shot outdoors and those shot indoors?  How does the director make use of light and dark in the film?

What effect does it have on audiences experience? Regular scene (35 mm)

Movie cinematographers use hand-held cameras when they want audiences to feel the excitement of a scene, e.g., in “Upset the es- fights or battles. The Dark Knight uses hand-held cameras tablished order, during its many fight scenes, but it uses them at other times and everything as well. One example is the scene in which the Joker in- vades Bruce Wayne’s Harvey Dent Fundraiser. The camera becomes chaos. is hand-held when The Joker is terrorizing the guests, but I’m an agent of not when Bruce Wayne disarms a henchman or disappears behind a panel in the wall. chaos. Oh, and you know the  Why might the cinematographer have used a steady camera for Bruce Wayne thing about but a hand-held camera for The Joker? chaos? It’s fair!”  What other scenes did you notice hand-held camera use, and why was it effective? - The Joker  Make a list of other scenes from the film where you found that cinematography and/or the use of light and dark was used effectively, and why.

Batman and The Joker have different musical themes. Batman’s theme has rapid-bowed, regular strings with strong drumbeats. The melody moves slowly, step-by-step through the scale. The Joker’s theme is very unusual. It has no beat and do discernable melody. The theme starts with a low buzz and gradually slides up the scale, moving through notes as it crescendos (gets louder and louder). Music  How does Batman’s theme music make you feel? How does the music represent Batman’s character? Does the music inspire audiences to like Batman?

 How does Joker’s theme music make you feel? How does the music represent Joker’s character? Does the music inspire audiences to fear the Joker?

 Can you think of other types of musical sounds or structures that might better represent either character? Media Studies: An Adverse Effect of Advertising Advertising and The End of the World

Figure 1 Sut Jhally Media Studies: An Adverse Effect of Advertising

Before watching the documentary:

What do you think this documentary is going to tell us? During the documentary:

(Answer these questions throughout the viewing)

What kind of an impact does advertising have on how we see/perceive the world?

What impact does advertising have on culture?

What are the consistent stories told by the whole range of advertising?

Which values does advertising stress?

If an alien were to come down to earth and analyze what was most important in our culture, what kind of conclusions do you think he would come to?

How was communism critiqued in the Wendy’s commercial?

Does happiness come from the acquisition of material things?

Do we get happier as a society as we get richer?

With respect to 'quality of life' what is important to most people?

What kind of values does advertising put forth?

Media Studies: An Adverse Effect of Advertising

What kind of an impact does advertising have on our sense of identity?

Does advertising talk to us as individuals or as a collective?

Does advertising appeal to our sense of individuality or does it speak to our sense of collectivism?

How far into the future can we think?

What strategies do advertisers rely more and more on to make their advertisements stand out?

Why does advertising rely more and more on reaching us on a visceral level and not on a cognitive one?

Why does advertising try to appeal to our emotions?

Does advertising live in the past, the present, or the future?

Document what you notice about advertisements and consumption for 2 days. Write down what you notice in television series’ or in movies.

How much product placement is there?

How many activities do the characters do that is free and how much requires money?

What about in your own life? Document the unexpected places you find advertisements, and what they are marketing for. Media Studies: An Adverse Effect of Advertising

What advertisements promote things we really can’t live without or do ourselves?

What are the most outrageous goods being advertised for? What are the most useless frivolities or just wastes of money?

How were they made to look like good purchases?

What are the most environmentally damaging goods you’ve seen advertised for? What are Figure 2 Transformers/GM Ad, 2007 the alternatives?

How do we become happy? How does advertising suggest what will make us happy?

What is society? How does advertising tell us what society is?

What is the future like? How does advertising portray the future?

Media Studies: An Adverse Effect of Advertising

“Man's efforts, even at their mightiest, were tiny compared with the size of the planet- the Roman Empire meant nothing to the Arctic or the Amazon. But now, the way of life of one part of the world in one half century is altering every inch and every hour of the globe.” -Bill Mckibben

1) All media are constructions. Everything you see or hear has been created to impart a certain point of view on a subject. It is often calculated to help enforce an over-arching agenda. 2) The media constructs reality. Remember that most of what we know about the world and how it works has been taught to us by the media. This extends from, for example, our concept of beauty to the state of affairs in other countries. 3) Audiences negotiate meaning in media. Our “personal baggage” plays a role in how we interpret the media. We will all understand it and internalize it on an individual level. 4) Media messages have commercial implications. It is important to keep in mind that media outlets are businesses like any other company: they make money by Media Studies: An Adverse Effect of Advertising

selling us their own goods and ideas or by promoting the goods and ideas of others. Large multi-national investment groups own most media sources along with numerous other businesses which they promote through their media outlets. 5) Media messages contain ideological and value messages. In different parts of the world media outlets extol certain ideologies which help to maintain a status quo which people generally accept as the norm. 6) Media messages contain social and political implications. Certain interests are privileged over others according who controls the media influencing the outcome of elections, social values and representation. This means that there are other groups who are not being seen or heard such as the poor and the marginalized. 7) Form and content are closely related in media messages. The media used to put forth an idea has its own way of portraying an issue. 8) Each medium has a unique aesthetic form. Each medium is appealing in a different way.

Can you come up with examples for each of the rules? Brainstorm in small groups for each.

What would society look like if it wasn’t as saturated in advertising? Express your ideas in at least 2 Paragraphs.

Think about your values, the way you spend your time, the things you acquire and so one.

Works Cited:

Jhally, Sut (Producer). Advertising and the End of the World [Motion picture]. United States, Massachusetts. 1997. DVD. University of Massachusetts.

Pungente, J. &O’Malley, M. More than meets the eye: Watching television watching us. New York: Martin McClelland & Stewart. 1999. (http://www.medialit.or/reading- room/candas-key-concepts-media-literacy)

LOREM IPSUM: DUNDER MIFFLIN PAPER THE OFFICE 3456 First Ave July 2011 Issue No. One Scranton, Pennsylvania Fay Sterne and Brittaney Boone TELEPHONE (123) 456-7890 FACSIMILE “It’s like we’re (123) 456-7891 touring Willy Wonka’s chocolate factory and dropping off, one by Life After Grad: one... Well, guess what? I’m not falling a Media Study Guide in a chocolate river.” - Andy Bernard INTRODUCTION

The Office is a comedic television series on NBC, constructed as a mockumentary on daily office life. It is a comedy based on the BBC series, also called The Office. It will begin its eighth season in the fall. The office in the show is a paper company, Dunder- Mifflin, and is set in Scranton, Pennsylvania. The cast is comprised of a host of unique and quirky characters that represent ‘typical’ people. The format of mockumentary means that the characters are being filmed by a single camera, as if they are being followed by a real documentary crew. The show features one-on-one Pam and Jim are on their honeymoon, so there’s not the usual balance between ‘sane’ and ‘others.’ Toby interviews with the characters, has mentally checked out since June. It’s a very reflecting on the action of the day. The dangerous time. The coalition for reason is extremely Office is currently widely popular, oft weak.” quoted, and enjoyed by all ages. - Oscar Martinez

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‣ What do you plan to do after you Learning graduate from high school? “Right now, this is Outcomes ‣ Do you think men and women are just a job. If I treated differently in the workplace? advance any higher We will be studying The Office in Explain. in this company Planning 10, for the next 2 weeks! ‣ What is a mockumentary? What then this would be By the end of this unit you will be is its purpose? How does that differ my career. And uh, able to evaluate how leadership well, if this were my from a documentary? functions in a work setting, how men career, I’d have to and women are portrayed in the ‣ Is there truth to some stereotypes? throw myself in media in a work setting, and you will Explain. work to debunk the stereotypes front of a train.” portrayed in this comedic portrayal ‣ Which stereotypes do you have to -Jim Halpert of office life. face? Are they accurate portrayals of who you are? Before Viewing ‣ Would you ever take a job you are not interested in, just for the money? the Episodes: Why or why not? ‣ Would you ever agree to be on a Discuss the following questions documentary? Why or why not? in the classroom, before viewing The Office:

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Meet and Greet

The characters of The Office are all unique; each one brings a different element of comedy to the show. Meet the four main characters, and their fellow co-workers at Dunder-Mifflin. As you become familiar with the characters, fill out this chart with information about each person. The physical description does not have to be detailed, but describe key traits. The character traits should be a list of the most dominant traits, that are unique to the character. The job description should list their title, and some of their duties (and perhaps whether they actually do their duties!). You may choose any quotation you like, that you feel represents the character well. After you have completed the chart make a list of the rest of the office staff.

MICHAEL SCOTT DWIGHT JIM HALPERT PAM (BEESLY) SCHRUTE HALPERT

PHYSICAL “Guess what? I DESCRIPTION have ﬂaws. What CHARACTER are they? Oh, I TRAITS dunno, I sing in the

JOB shower? Sometimes DESCRIPTION I spend too much time volunteering. FAVOURITE Occasionally I’ll hit QUOTATION somebody with my Other staff members: car. So sue me - no, don’t sue me. That ______is opposite the point ______I am trying to ______make.”

-Michael Scott

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Activity #1: Gender in the Workplace

“IF PAM WANTS TO SHOW MORE CLEAVAGE, SHE SHOULD BE ABLE TO. I ENCOURAGE THAT.” - MICHAEL SCOTT

Introduction: Let’s Get Thinking:

Watch two episodes of The Office: During the ‘women in the (“Boys and Girls” – season 2; workplace’ seminar in “Boys and “Women’s Appreciation” – season Girls”, we have an opportunity to 3) In “Boys and Girls,” Jan take a deeper look at the women decides to hold a ‘women in the of ‘Dunder Mifflin.” How are workplace’ seminar for the ladies these women different? How are at Dunder Mifflin. Michael they the same? What is Michael’s becomes jealous and upset when view of women and their he is excluded from the meeting, conversations? so he decides to hold his own Sit near a group of people during seminar for the men. In other episodes, Dwight refers to lunch hour or after school and himself as an ‘alpha-male.’ What take notes on the conversations In “Women’s Appreciation”, characteristics does he have that and the behaviours of the guys Phyllis has been flashed by a man fit with this description? In and/or gals. What are they talking in the parking lot. Everyone in the “Women’s Appreciation” how do about? Feel free to write down a office, except for Michael, the writers exaggerate these few quotes. (Please do not use becomes quite upset by the qualities? Now, from the same actual names or physical incident. Michael finds it episode, reflect on Michael’s descriptions. Your subjects should humorous. When his employees depiction of his relationship with remain anonymous). What turn on him for being insensitive, Jan. What does Michael’s unspoken conversation is he decides to take the women approach to his relationship tell us happening through facial shopping for what he calls about him? Compare the two expressions and eye contact? ‘women appreciation.’ Ironically, men. What is their body language like? Michael evokes female stereotypes On The Office we learn more about the characters through what when he asks the girls for advice. Activity: they don’t say. How do these observations of reality relate to The addictive element of this the episodes you watched? How series is its ability to mimic and does The Office’s portrayal of men exaggerate real life situations or and/or women match up with attitudes to the point of hilarity. what you notice in school? Use However, it makes one wonder: PowerPoint or Prezi to present how much truth is there in these your findings to the class. representations of life?

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“THIS MAY BE THE FIRST TIME THAT A MALE SUBORDINATE HAS ATTEMPTED TO GET A MODEST, SCHEDULED RAISE BY THREATENING TO WITHOLD SEX FROM A FEMALE SUPERIOR. IT WILL BE A GROUNDBREAKING CASE WHEN IT INEVITABLY GOES TO TRIAL.” -TOBY FLENDERSON Introduction: Do you think that Michael is ‣ If you really wanted a new job, These episodes are part of responsible enough to have this or a new position at your job, season six of the series. They much power? Why or why not? what would you do to gain a both feature power struggles Do you think that Jim is promotion? In small groups, between employees, because of responsible enough to have this make a one page plan and Jim Halpert’s recent promotion. much power? Why or why not? explanation of how you would Dwight believes that he should ‣ Make sure you think about obtain a promotion. have received the promotion to what leadership is, and what co-manager over his nemesis, qualities of leadership that the Production: Jim. The episodes focus on two men display. In the style of a mockumentary, Dwight’s attempts to bring down ‣ If you were the boss, how The Office does interviews with Jim’s leadership. Both episodes would you have decided to give the cast each episode. The also focus on family dynamics, bonuses? Make a plan, and characters make comments on and the battle that the Halpert’s defend why you made your the events that have occurred have to stay professional in their choice. What qualities of that day. In small groups, create workplace. We will find out that leadership did you display when an interview segment parodying Pam doesn’t always keep it you made your plan? Which The Office. You should create an together! qualities of leadership are the interview for at least 2 different most important to display? characters, commenting on the same situation. It should be The Lover: between 1 and 2 minutes. Your ‣ Dwight attempts to discover a interviews should show that two way to get Jim fired, by placing different people will have a listening devices in his office. He different outlook on an event. was hoping that this would allow You may use your own creativity him to take Jim’s job, but his to create an event or issue to plan backfired. Do you think discuss. Have fun! that this was a professional Let’s Get Thinking: action for Dwight to take? How Promotion: do you think these actions would ‣ Jim and Michael are given the make Dwight look to the rest of power to decide how much of a the office. bonus the employees receive.

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After Viewing the Episodes

“THAT SEEMS AWFULLY MEAN. BUT SOMETIMES THE ENDS JUSTIFY THE MEAN.” - MICHAEL SCOTT

For eight seasons The Office has * Friendship? captured millions of viewers with its witty satirical writing, Explain your answers. off-beat yet relatable characters and deliciously mundane plot. What themes can be found in the episodes you watched? Do Which character are you most you think these themes are like? Why? applicable to real life? Resources for Further Study: 1. The Office and What does The Office teach you Would you recommend this Philosophy: Scenes from the about series to a friend? Why or why Unexamined Life. ed. Jeremy not? Wisnewski. * Leadership? 2. The Office Episode Don’t forget what you learned * Romantic relationships? about life in the office, as you go Guide. http://www.tv.com/the- into the work force. office/show/22343/ * Jobs versus careers? episode.html.

Dunder Mifflin Paper, 3456 First Ave, Scranton, Pennsylvania | 123-456-7890 | The Corporation: A Study Guide Michael Wuensche and John Ames Introduction The Brick, Wal Mart, Shell Canada when you see these words does the word person come to mind? No? Well The Corporation sets out to reveal that in fact these corporations and many others are in fact by law, legal people. In this rivet- ing documentary, world renowned experts and film makers like Noam Chomsky and Michael Moore set out to reveal the history and characters of the corporations that we run into during our lives. The Corporation sets out to prove that the history and characterization of theses “persons” is one closely associated with someone who would be certified mentally dangerous. A person who cuts every corner and tries every thing imaginable to obtain a better bottom line. Everything imaginable to make more money. Learning Outcomes

 Describe concepts of law, including moral vs legal issues  Describe principles of law, including: rule of law, rule of precedent, and justice  Evaluate principles of criminal law, including elements of a criminal offence, parties to an offence, and types of offences  Describe the need for, and the elements of, valid contracts  Apply critical thinking skills, including questioning, comparing, summarizing, drawing conclusions, and defending a position  Demonstrate skills and attitudes of active citizenship, including ethical behaviour, open-mindedness, respect for diversity, and collaboration  Assess environmental challenges facing Canadians  Describe social, economic, and political developments in the United States in the 1920’s

Questions to contemplate before watching : 1. Thinking back to what you know generate a list of acts of charities that you know of that were committed by major corporations? 2. From what you know in your local community or neighbourhood describe an event or act that a major corporation has conducted that caused harm or a negative effect on you or your community? Why was it a negative thing? 3. Either by yourself or with other people, come up with as many major corporations as you know and what do they do? Than go through your list and think back to the last 10 years how much or in what capacity have you supported these corporations? 4. From your own understanding do you believe that Canadian Corporations are as prevalent in Canadian society and why? 5. Can we go through life without having any interactions with corporations and can society exist without corporations? Why or why not? The Corporation

Key Concepts Categorization Before, the first scene is even over in The Cor- poration, people will have placed the generic analysis of categorizing it as a documentary. The auto- matic assumption with documentaries is that “it’s so boring” or “Nothing happens” but the Corpora- tion really tries to change that generalization. The Corporation is a documentary and does not try to push the boundaries of the documentary genre in any way. However, The Corporation does take the expectations of a typical documentary and push them to there limits. The Corporation brings on heavy hitters like Noam Chomsky and familiar faces like Michael Moore and Phil Knight, CEO of Nike to lay out the facts. For instance, one scene in particular outlines how major corporations set out to control children's frames of mind. So, the major companies go as far as launching studies on nagging and what makes children's nagging the most effective. The Corporation as a documentary really paints a complete picture of the development of the corporation from just a group of people getting to- Language gether into what its become today a legal person The language in The Corpo- which would be certified insane by human stan- ration is focused and deter- dards. mined. If there was a single premise to the language used in describing The Corporation its “evil”. The mood of the documentary through the audio, images, and information presented is damning and narrates a gloomy story as The Corporation unfolds. By the end of this documentary audience will come away with thoughts and notions that the major companies that dominate our lives today are not there for us but for money and

Representation Just living our lives everyday we run into major corporations and never really think twice about it. After watching The Corpora- tion another reality is constructed of our lives. The major corporations of the world are seeking more and better ways to dominate every facet of our lives. Every scene is setup in a way that distorts and manipulates our thinking towards this understanding that corporations like Wal-Mart run on the understanding of power and money and we are there fuel. While watching this documentary at times you will get sucked into this dark reality that blurs the line between reality and what the producer has presented in The Corporation. The Corporation

Activities Prosecution of a corporation: As a class, select a scenario wherein a corporation has harmed society and formulate class action criminal charges. In the form of a tribu- nal, chose students to be a judicial panel (three judges), prosecution and de- fence (two advo- cates each role), a jury (twelve jurists), litigants (four class action citizens representing the community, and two corporate directors), and media (five re- porters / research- ers). All parties in the class action will contribute to a rough scripting and participation of the proceedings of the criminal charges, then, through a selection of any media choice, a 15 minute documentary report

Skype conference call with directors and producers: In groups of six, students will generate 2 to 3 expert subject matter questions for the directors, producers, and / or contributors to The Corporation to shed greater detail on the creation of the film.

Such questions may include subjects such as: 'why the film was made'; 'is there an alternative model to laws which empower corporations'; 'does 'fair trade' matter'; 'what would a sequel movie to The Corporation look like'; and etc. Be inventive – ask illumi- nating detailed questions.

Using a web cam, projector, and amplified speakers, students will self-direct themselves to organize on how. to contact and make arrangements to conduct a Skype conference call with one or two of the film's directors or producers - Mark Achbar, Jennifer Abbott, Joel Bakan - and / or main contributors - i.e., Mi- chael Moore, Noam Chomsky, Maude Barlow, Niomi Klein, and etc. The questions generated in smaller groups may be used to generate discussion, but by no means limit dialogue.

After the Skype conference call each student will write a personal reflection on how the call in- formed or did not inform their understanding of the topic. Students will ask one additional question which was not treated in the confer- Questions After Viewing 1. What freedom from liability does the term “limited company” give to contemporary corporations? 2. In groups of three to four students, identify five or six main features and responsibilities an 'ideal' corporation should hold. 3. Discuss with a class what functions modern corporations serve in society; are corporations necessary for societies and people to live? Do they do more harm than good? What changes could be made to improve them? 4. How comfortable or what level of support did you feel knowing that corporations have patented living organisms and specific genes? What would you do to change? 5. During the movie we learn that major corporations hire “spies” to plant subliminal messages and product placements in our everyday life? Do you support this practice? Why or why not? The Corporation

Sources for further study: Further Readings on Globalization, Consumerism, and Education. Source: http:// www.tvo.org/thecorporation/ref.html

Ahmad, Jalal Ali. Occidentosis: A plague from the West. Berkeley : Mizan Press, 1984.

Barnet, Richard J., and John Cavanagh. Global Dreams: Imperial Corporations and the New World Order. New York: Simon and Schuster, 1994.

Bauman, Zygmunt. Globalization: the human consequences , Cambridge: Polity Press, Beck, U. What is Globalization? , Cambridge: Polity Press, 1999.

Bove, Jose et al. The World is not for Sale. London: Verson, 2001.

Brewster, Mike. Unaccountable: how the accounting profession forfeited a public trust. Hoboken, New Jersey, J. Wiley and Sons, 2003.

Cheikh, Anta Diop . Civilization or Barbarism: An Authentic Anthropology . New York: Lawrence Hill Books, 1991.

Chossudovsky, M. The Globalization of Poverty. Impacts of the IMF and World Bank re- forms , London: Zed Books, 1997.

Chua, Amy. World on fire: how exporting free market democracy breeds ethnic hatred 1 Source materials from . and global instability . New York: Doubleday, 2003.

Edmundson, Mark. "On the Uses of Liberal Education: I. As Lite Entertainment for Bored College Students,"Harpers Magazine. September 1997: 39-59.

Ellwood, Wayne. The No-Nonsense Guide to Globalization . London: Verso, 2001.

Ewen, Stuart. Captains of Consciousness: Advertising and the Social Roots of the Con- sumer Culture. New York: McGraw-Hill, 1996.

Fukyama, Francis. The End of History and the Last Man. London: Hamish Hamilton, 1992.

Gilpin, Robert. The challenge of global capitalism: the world economy in the 21 st century . Princeton: Princeton University Press, 2000.

Giroux, Henry. "Corporate Culture and the Challenge of Public Schooling", in Gender, Race, and Class in Media: A Text-Reader , ed. by Gail Dines and Jean M. Humez. Thou- sand Oaks: Sage Publications, 2003.

Grace, Gerald, "Politics, Markets, and Democratic Schools: On the Transformation of School Leadership", in A. H. Halsey, Hugh Lauder, Phillip Brown, and Amy Stuart Wells, eds, Education: Culture, Economy, Society . New York: Oxford, 1997.

Held, D., McGrew, A., Goldblatt, D. and Perraton, J. Global Transformations - politics, economics and culture , Cambridge: Polity Press, 1999.

Herman, Edward S. Triumph of the Market: Essays on Economics, Politics, and the Me- dia. Boston: South End Press, 1995.

Source material from http://www.tvo.org/thecorporation/ref.html The Corporation

Sources for further study: Further Readings on Globalization, Consumerism, and Education. Source: http:// www.tvo.org/thecorporation/ref.html

Kellner, Douglas. "Beavis and Butt-Head: No Future for Postmodern Youth," in Kinder- culture. The Corporate Construction of Childhood, edited by Shirley Steinberg and Joe Kincheloe. Westview, 1997: 85-102.

Kennedy, Paul. Preparing for the Twenty-First Century. London: HarperCollins, 1993.

Kincheloe, Joe & Steinberg, Shirley, ed. Kinder Culture: The Corporate Construction of Childhood , Boulder, CO: Westview, 1997.

Klein, Naomi. No Logo: Taking Aim at the Brand Bullies . Toronto: Vintage Canada, 2000.

Laguerre, Michel S. The global ethnopolis: Chinatown, Japantown and Manilatown in American society. Basingstoke: Macmillan Press, 2000.

Urban multiculturalism and globalization in New York City: an analysis of diasporic temporalities. Basingstoke: Palgrave Macmillan, 2003. 1998.

Molnar, Alex. Giving Kids the Business. Boulder, CO: Westview, 1996.

Moore, Michael. Dude Where's My Country? New York: Warner Books, 2003.

Muzaffar, Chandra. Human Rights and the New World Order . Penang: Just World Trust, 1993.

Partnoy, Frank. Infectious greed: how deceit and risk corrupted the financial markets . New York: Times Books/Henry Holt Co, 2003.

Ritzer, George. The McDonaldization of Society: An Investigation into the Changing Character of Contemporary Social Life. Thousand Oaks, CA: Pine Forge Press, 1993.

Sides, Phyllis. "Captive Kids: Teaching Students to Be Consumers", in Selling Out Our Schools: Vouchers, Markets, and the Future of Public Education. Milwaukee: Rethink- ing Schools Publication, 1996.

Smart, Barry. Resisting McDonaldization . Thousand Oaks, CA: Sage Publications, 1999.

Soros, George. George Soros on globalization. New York: Harper Collins, 2001.

Stiglitz, Joseph E. Globalization and its discontents . New York: W.W. Norton and Co, 2002.

Wright, R. George, Selling Words: Free Speech in a Commercial Culture , New York: New York University Press, 1997.

Addition resources: http://ezine.hellocoolworld.com/ MICHAEL BUI & JENNIFER NEFF “Outsourced”...Laughs at whose expense?

Curricular Box: This study guide is designed to accompany episodes 1-5 of NBC‟s sitcom “Outsourced”. The materials are designed for grade 11 and 12 students. There are curricular connections to: Socials 11, Social Justice 12, Tourism, Sociology, Psychology, Business, Marketing and Media Studies.

Introduction: Before viewing the shows: “Outsourced” debuted on NBC in September 2010 as a 30- Ethnocentrism/stereotypes minute sitcom. Upon completion of 22 episodes in May  Where do we learn to act/behave (how do we know 2011, NBC did not renew the series for another season. The what is right and wrong)? basic premise of the show was from a film by the same name produced by ShadowCatcher Entertainment that was  Is this the same anywhere in the world? shown at numerous film festivals in 2006. The show has  Ethnocentrism is when one believes that their own cul- been described as a single American trying to explain Ameri- ture is essentially better than another‟s and views the can culture as he tries to understand Indian culture. Ele- world through this lens. Brainstorm examples of when ments from the sitcom include perpetuation of stereotypes, you have been ethnocentric. culture shock and ethnocentrism that comes about from a North American perspective.  America is said to be a „melting pot‟ of ethnicities. What does this say about Americans‟ expectations of A study of the series includes close examination and viewing immigrants? Does Canada expect the same? of the following episodes:  Episode 1: Pilot What is „uniquely‟ American? What is „uniquely‟ Cana- dian? Episode 2: Measure of a Manmeet Media Episode 3: Party of Five  How do you choose a TV show to watch? Episode 4: Jolly Vindaloo Day  What do you expect out of a 30 minute comedy? Episode 5: Touched by an Anglo  Brainstorm what other popular sitcoms have exaggerated representations? Learning Outcomes Globalization  Students will be able to recognize the perpetuation of cul-  Outsourcing is an economic term that refers to work tural stereotypes, the concept of culture shock and what it that could be done by employees being contracted out means to be ethnocentric to a 3rd party for a significant period of time. In recent  Students will demonstrate an understanding of media liter- years, many American companies have outsourced rd acy, production, and the concepts associated with different their call centres/customer support to 3 parties in lo- forms of media cations outside America. Brainstorm pros and cons of „outsourcing‟.  Students will analyze the impact of globalization and corporate outsourcing in the Third World  How is the idea of outsourcing related to the concept of globalization? After viewing the episodes At first, the show may seem to be about using racial and cultural stereotypes for humour and jokes but in actuality, the sitcom does well in educating the “western” audience of Indian culture. As the character of “Todd Dempsy” begins to understand a different culture and shed his own perceptions about others, so too does the audience.

“Outsourced” is set in Mumbai, India and the show is an example of the reach of globalization through outsourcing of employment, the growth in technology and media, and the expanding role of large corporations.

Ethnocentrism/stereotypes - Discuss  Did you find the episodes funny?  Did the humour require background knowledge?  Were the laughs at someone‟s expense?

A number of stereotypes are presented in the show—explain how each is presented to the audience India Sacred cow Indian Food Arranged marriages Caste divisions Crazy traffic/taxis The nerd America Football Guns Promiscuous women Meat obsession Alcohol abuse Aussie Alcohol abuse Partying Flirtation Themes & Issues Working in groups of 4, compile a rough character sketch in the boxes provided

Character What stereotypes does each character portray? Provide examples.

Todd Dempsy

Rajiv Gidwani

Manmeet

Asha

Gupta

Madhuri

Charlie Davies

Tonya

 Was there misunderstandings between people of the same culture? First Impressions & Opening Credits  ·After viewing the opening credits – how does it compare to the opening credits of other American sitcoms?  What kind of text and images are visible or stand out to you? After viewing continued Episode 1 & Episode 4

Media Social Stratification: In the scene where someone from the “A Team” group of Indians uses a country American accent,  What audience do you think this sitcom targets? it is shown as an example of how the “A Team” is different  What about the technology/techniques impacted your from the “B Team.” This is seen further in the competition viewing? How did you make meaning of what you saw? between groups in episode 4.  How does this show represent different groups of peo-  What other factors might differentiate the people in the “A ple? Team” from the “B Team?”  What kind of music is heard in this show? How does that  What do the different accents used by the “A Team” say impact the audience? about them?

 A number of large corporations are listed in these scenes Globalization as part of the “A Team‟s” employment. Explain how these  How did the show deal with the loss of American jobs corporations might have ended up in India. What kind of due to the outsourcing to India? impact does this have on the working population of Third  How does outsourcing affect living standards of the World countries? everyday Indian population?

Episode Analysis Episode 2 Episode 1 The Head Shake: Throughout the second episode, different Religious difference: In this scene, Todd is surprised to characters make use of what is described as the “Indian see a cow outside his office on the street. The other peo- Head Shake.” By the end of the episode, Todd has incorpo- ple at the office do not seem to think of this as out of the rated the “Indian Head Shake” into his own interaction with ordinary. others.  What are some other examples of religion seen through-  Why might many employees use the “Indian Head Shake” out the episode? with Todd? Would you consider this as specific to interac-  Are these strictly examples of the Hindu religion or are tions with Todd or anyone in India? there examples of other religions as well? If so, list  Consider the explanation provided by Asha for what is some examples. known as the “Indian Head Shake.” What might this ex-  Do any of the religious and cultural differences surprise plain to you about Indian society and people? you? Why or why not?  Can you think of any similar gesture or movements in your own culture that has the same meaning? Explain. Episode 3 Activities: Renaming Arranged Marriage: Consider the scenes where there are discussions over Asha‟s arranged marriage. Todd has a After having watched the episodes, based on your observa- difficult time comprehending how Asha‟s character can be tions, rename each of the 5 episodes into a title you feel bet- a part of such an arrangement. ter represents the theme or focus of the episode. After hav-  The character of Asha is seen as the most “western” of ing done so, share your titles with the person sitting beside the regular Indian coworkers. Does this have an impact you and explain the reasoning you used to come up with the on how arranged marriages are perceived from the titles. Be prepared to share with the class! show?  Compare and contrast the characters of Asha and Tonya in their stance on marriage and dating. How are they similar or different?  Why might people support or be opposed to arranged marriages today? Explain.

Episode 4

Jolly Vindaloo Day: In these scenes, Todd‟s employees trick him into believing that there is a religious holiday when there is no such holiday. It is made in an attempt to provide Rajiv‟s character time to impress a future in-law.  Why did Todd so readily believe that there was a religious holiday?  What possible problems might appear if western corporations do not adhere to religious holidays in the countries they operate in?  Judging the scene in which Rajiv‟s future in-law was inspecting his workplace, what might this tell you about social class and marriages in India? How accurate do you believe this depiction to be?

Episode 5

Sexual or Cultural Harassment: In these scenes, Todd is accused of sexual harassment as he tries to raise awareness about the issue. The complaints stem from Todd‟s physical contact with employees, often a hand on the shoulder.  What might the differences between American and In- dian comforts with physical proximity and touch tell you about India? Consider the different reactions from people when they watched the video on harassment.  When Todd was trying to figure out who was making the sexual harassment complaints, why do you think he called only the female employees?  With expanding corporations and international offices, how important is it to understand different cultural norms? Why? Ethnocentrism PSA

In “Outsourced,” you notice a great deal of ethnocentrism at play from Todd as well as other characters. Stories repeat- edly focused on the cultural misunderstandings between characters and the situations they found themselves in. In groups of 4-5, you will need to create a Public Service Announcement (PSA) geared towards reducing ethnocentrism and correcting cultural misunderstandings. Be careful how you decide to portray cultural misunderstandings.

Requirements:  30-60 seconds  A digital camera or camcorder (if lacking, this might be done as a live performance)  Computer video editing software  A cultural misunderstanding/ethnocentric idea to be approved prior to filming  Create a script  Extension – turn the script into a storyboard

Before embarking on this activity, you must ask yourselves:  What is a PSA?  What makes a good PSA? (refer to http://www.cbc.radio- canada.ca/docs/policies/public_service/index.shtml)  What is the purpose of a PSA? What matter are you trying to shed light on?

Activities continued Canadian Novelties

As “Outsourced” is focused on the selling of American novelties, apply your own “Canadian” spin to things by creating your own Canadian Novelty Catalogue. In groups of two, create an online catalogue of 6 different “Canadian” novelties and a commercial You must include in your assignment:  A picture or drawing of each novelty accessible online  A minimum of 2-3 sentence description of what the novelty is and why it is a novelty  1 video commercial between 30-60 seconds of a single novelty of your choice Before embarking on this activity, you must ask yourselves:  What is a novelty  What makes a good novelty?  Who would you sell this novelty to? (Know your audience, target and how your novelty is represented) Topics for Extended Responses.  “Outsourced” was not renewed for a second season with NBC. Discuss the reasons why television shows are not renewed. Can it sometimes have to do with more than ratings? Explain.  If “Outsourced” were a training video for other multinational corporations looking to outsource departments to different countries, explain how this could be used as a tool for learning for companies and employees.  Brainstorm what technologies made it possible for companies to “outsource” their work to foreign countries. What consequences might this have on the employees and economy of the home country?  Today, corporations exercise a great deal of control over the Third World countries they operate in. Create a list of “Outsourced” 2006 pros and cons to the presence of corporations in Third Film World Countries.   How does the show represent the issue of “outsourcing” NBC “Outsourced” website to the audience? What does it do well in explaining to http://www.nbc.com/outsourced/ viewers and what might it leave out? Discuss.  Novak, Peter. “Canadian-made games and the question of Outsourcing.” CBCNews.  Offensive or comedic? Based on what you have seen, http://www.cbc.ca/news/technology/story/2011/02/04/f- explain how this can be offensive or comedic? video-game-developers-subsidies.html  “Outsourced” - 2006 film in which the sitcom is based  “The Corporation” - Film Documentary that takes a close Further Viewing and Exploration: look at the growing power of corporations, including the  “Mumbai Calling” - British sitcom with similar premise dark side of outsourcing Planning 10 Social Studies 11 STUDY Media Studies 12 Foods GUIDE Lilian Ryan Sarah James

Teacher’s Notes

• This study guide is designed to accompany the documentary Food Inc.

• It contains activities, critical thinking questions, and suggestions, which can be used in a variety of courses including social studies, planning, foods, media studies.

Introduction

The movie Food Inc. (2008) directed by Robert Kenner describes how food products are grown and processed in the complex food industry dominated by a few multinational corporations. The film focuses on the production of beef, chicken, pork, corn, and offsetting of certain practices by the growing organic industry. The filmmakers interview the farmers who work for the big corporations as well as independent farmers who seek change in the way we produce our food. Food safety and the dangers of E. Coli are addressed as more cases pop up each year despite the existence of technology capable of regulating such contamination. There is a great emphasis on animal, worker, and consumer rights as well as advice on how to make you consumer habits make a difference.

Learning Outcomes and Goals:

• Identify and apply appropriate knowledge, skills, and attitudes when making choices and defending decisions • Demonstrate a positive attitude toward lifelong health and well being • Demonstrate a willingness to participate independently and interdependently in a productive environment • Use appropriate vocabulary when discussing issues in the film • Use product labels to identify and compare the nutritional value of a variety of food products • Identify sources of food-borne illnesses (e.g., salmonella, botulism, E. coli 0157:H7, staphylococcus) • Gain an understanding of how the food industry works • Identify what actions can be taken to effect change Page 2 of 5 Food Inc. Study Guide

Before watching the film… Teacher’s Notes • Before watching the movie, take the group to a supermarket or food store near the school. • This activity can also be assigned for homework or you can ask students to bring one item of food from home with a label indicating country of origin.

Activity 1. Where does our food come from and what is it made from? Scavenger Hunt

Task 1: find food items from 5 different countries Task 2: find 5 (non-perishable) food items containing corn or corn syrup Task 3: go to the fresh and frozen meat section – try to determine what specific locations or regions the chicken, beef, and pork products come from.

Discussion: What do your findings tell you about the food we consume? What effects does this have on production, distribution, and consumption of food?

Teacher’s Notes • Food Inc. is divided into sections with titles. After each title pause the movie and review discussion questions and preview the next set of questions • Or have students be responsible for different sets of questions to answer in groups after the film. • Try to have one student per section in each group. While watching the film…

Chapter 1 - FAST FOOD TO ALL FOOD 1. Describe what you would find in your supermarket 2. What products would not have been on the shelves 50 years ago? 3. How did McDonald’s change the way people eat? 4. Which food companies control the American beef industry? How much of it do they control? 5. Do you think it is misleading for meat companies to use the image of traditional farms on their packaging? Why or why not? 6. What does the following statement mean to you? “In a way we’re not producing chickens, we’re producing food.” 7. Why did so many people in the south switch to chicken farming?

Chapter 2 - A CORNUCOPIA OF CHOICES 1. Name 5 products you did not know contained corn. 2. Why had corn become the main feed for farmed animals? 3. What does CAFO stand for? 4. What are some consequences of feeding farm to cattle?

Chapter 3 - UNINTENED CONSEQUENCES 1. What is e. coli? 2. Have you ever heard of a recall on any product? What product? Why was it recalled? 3. According to the film, who controls the food regulatory industries in the US? 4. Have food safety inspections increased or decreased over the last few decades? Why do you think this is? 5. What is your opinion of the slaughterhouse machines? Do you think they have changed greatly from 100 years ago? 20 years ago? Food Inc. Study Guide Page 3 of 5

Chapter 4 - THE DOLLAR MENU 1. What are some of the reasons people shop on the “dollar menu” at fast food restaurants? 2. Why is fast food cheaper than fruits and vegetables? 3. The film says that fast food being cheaper than fruits and vegetables is not an accident. What does this mean? Who benefits from this situation? 4. What are the 3 tastes people now seek out? 5. Of those people born after the year 2000, how many people will have diabetes?

Chapter 5 - IN THE GRASS 1. How have working conditions changed in the meat industry over the past 100 years? Why? 2. What does “they have the same mentality towards workers as they do towards hogs” mean to you? 3. The film shows illegal Mexican workers being arrested and deported. How does this effect workers’ lives? 4. Why are there no repercussions for the people hiring illegal immigrants?

Chapter 6 - HIDDEN COSTS 1. What are some environmental, societal, and health impacts of the current factory farming system? 2. How does Gary Hirshberg justify selling his product to Walmart? 3. What is your opinion on food companies like Coke and Colgate accumulating organic food based companies? 4. Do you buy organic food? Why or why not?

Chapter 7 - FROM SEED TO THE SUPERMARKET 1. Why does Monsanto not allow farmers to save their seeds? 2. What impact does this have on farmers? 3. What impact does this have on our food supply? 4. How was Monsanto tied to both the Clinton and the Bush administrations?

Chapter 8 - THE VEIL 1. What do food companies gain from not putting labels on food? 2. Explain how it is illegal to criticize food companies in the US 3. Why was Oprah Winfrey sued by the beef industry? 4. What are the cheeseburger bills?

Chapter 9 - SHOCKS TO THE SYSTEM 1. How has the US food industry affected world food supplies? 2. Can you think of any world current events that have been brought on by food shortages? 3. Do you think there is enough food to feed everybody? If yes, why are there so many hungry people? If no, what can be done to make sure there is enough food for everybody? 4. How do your consumer habits effect change? After watching the film… Activity 2:

ORGANIC vs NON-ORGANIC FOOD TASTE TEST!

1. Decide on a definition for the term organic 2. You'll need enough fruit of the same variety for the whole class (or you can have a couple of volunteers). Half the fruits should be organic and the other UBC Education half should be non-organic. Department 3. Label one "A" and one "B". 4. Pass the fruit around and have the students inspect them. Which one has a deeper color? Which is heavier? Shinier? More uniformly shaped? 5. Have students think it over, and based on what they've learned about organics, decide which apple they think is the organic one. Write down the results and the justifications. 6. Next, slice the apples and have everyone try a bite of each. Again, write down any observations. Besides the subjective question of which tastes better, try to decide objectively which is juicier, and how the color inside differs, how many seeds are present, etc. 7. Have students guess which apple is organic 8. Reveal the organic apple and see who was right!

Discussion: What has the taste test taught you about organic foods? What are the pros and cons of buying organic food?

Activity 3:

To help you make responsible changes in food consumption: • In pairs write a list of the fruits and vegetables you consume the most • Use the Internet to determine their season • Create a one-day meal plan for each season

Winter Spring

Fall Summer Further study…

To learn more about the issues brought up in Food Inc. or to read what companies like Monsanto had to say in response, visit these websites: http://www.foodincmovie.com/ http://www.foodincmovie.com/spread-the-word.php http://www.monsanto.com/food-inc/Pages/default.aspx Media Study Guide: AMC’s Mad Men

GRAHAM HAIGH 11-07-21 DEAN MORRIS A. introducon: Mad Men follows the ficonal ad agency of Sterling – Cooper, in 1960’s New York. Dur- ing the hey-day of adversing, the characters live and breath in the world of make believe, researching, con- strucng and selling complex campaigns to some of the world’s biggest companies. Watching the thought processes, skills and techniques used by protagonist Don Draper and his team of ad-men, students can learn a lot about how ads and ad campaigns are derived. By following the 4 season series, not only do the characters become more and more conflicted from the selling of commodies, the adversing business becomes more and more convoluted. This blast from the past, award winning television series shows the inner workings of the adversing machinery. Youths are exposed to adversing in various forms over a thousand mes a day, thus learning about their construcon becoming an integral part of any young media students’ curriculum and es- senal learning outcomes. B & D. Key Concepts & Focus Quesons: Adversing – what goes into producing an ad? What goes into producing an ad campaign? What is creave about adversing? What are adversing standards ? What is a conflict of interest? Ads as small stories. What is the difference between various types of media (print, radio, TV)? How do we buy adversing? What are ads really saying? Who gets the final say and what is in or who makes the ads? Adversing as a business trying to sell us things we don’t need, why..? What concepts can be used to enhance or make an ad more effecve (sex, increased status, adventure, thrill seeking, health, wealth and wis- Adversing as story telling. Adversing as dom, happiness in acquiring things). modern myths and fables. Why is Don ______Draper conflicted, and what does the adversing featured in the show say about ______the social norms of the me period & of OUR me period?

Why do Don Draper’s strategies appeal to adversers? What do Pete Campbell’s compromises say about his character and the ‘new era’ of adversing? What do Peggy Olson and Joan Holloway’s roles within the company say about women in adversing and gender roles in adversing? Acvies:

E. 1) Students will produce their own ads (in partners) and can be either print, tv or radio ad based on the myths and story telling techniques of adversing learned in the course. Then students will then be assigned one of their classmates ads and do a ‘adbusters’ style parody of the ad.

1. What do you think Coke means by the “Real Thing” Slogan? Discuss in partners. ______

2) Students will choose a corporta on or company that has been around since the turn of the last century (Gillete, Coke, Ford, etc.) and track how adversing was done during Bert Coopers Time (20’s – 30’) Don Drapers me (50’s – 60’s) Pete Campbells Time (70s – 80’s) and modern mes (90s – 2000s). What has changed in the narraon of the product? What has changed in style? What is the message being portrayed?

2. Who do you think is the target audience of this Gillette ad? why? Further Resources: Ad Busters Adweek Magazine, adstandards.com (Canadian adversing), AMC.com (show website), Book (guerilla adversing), Book (adversing on the internet), Copyranter (blog), Adrants (blog), Book: Buying In: The Secret Dialogue Between What We Buy and Who We Are.

Don’t forget that our students can also serve as a valuable resource to us. Ask them what they are interested in, as media consumers, give them an opportunity to provide feedback to you to help you shape the content, lessons, and course for the future.

“People tell you who they are, but we ignore it - because we want them to be who we want them to be.”

-Don Draper (Mad Men) Wendy Sigaty & Haley Lucas

AVATAR

This study guide to accompany Avatar has been A Study Guide written for secondary students. It provides information and suggestions for learning activities in English, Social Studies, Planning 10, Media Studies, and Biology.

Curriculum Connections Viewing film and completing assignments will cover many About learning outcomes from the Oral Language, Reading and Viewing, and Writing and Representing sections of the

Language Arts curriculum at any grade level. The structure Avatar of this study guide follows the curriculum requirements that students select and use strategies for developing Avatar is a Twentieth Century Fox film written understanding before, during, and after viewing. The steps and directed by James Cameron. With an estimated budget over $200 million, Avatar in this study guide were adapted from Smart Reading. For more information refer to www.smartreading.ca. brought in more than $77 million in the opening weekend, and more than $2 billion in the first month. In 2009 Avatar received 3 Themes discussed in this film are closely connected to Academy Awards including Art Direction, learning outcomes in Social Studies 10 and 11 about

Cinematography, and Visual Effects Aboriginal peoples in Canada and (www.imdb.com). the development of natural

Jake Sully is a paraplegic former marine who resource management in British

replaces his deceased twin brother in a mission Columbia. Some of the extension on the distant planet of Pandora. The mission projects can be connected to has him using an ‘avatar’ body to connect to subjects such as Biology, Planning

the locals in order to discover their weaknesses 10 and Media Studies. and motivations and exploit them to gain

access to the valuable minerals that are located beneath the Na’vi’s most sacred places. In Before Watching Film:

return for this valuable information Jake is Important Note: Before viewing promised the expensive surgery to repair his activities will be more effective spinal injury and gain him back the use of his

legs. During his undercover mission if students do not know which Jake falls in love with Neytiri the film they will be watching. This daughter of the clan’s chief and their will eliminate the problems of spiritual leader. Neytiri guides Jake preconceived notions and of through learning about the Na’vi students who have already seen

culture and way of life resulting in a the film not fully engaging in moral dilemma for Jake when the activities. After completing the greedy, destructive military industrial Pre-Viewing activities it is complex starts bombing important to ensure that the home of theNa’vi students understand what the people. 1 term ‘avatar’ means.

Setting Personal Accessing Prior Knowledge Viewing Goals

Students should discuss the following questions as a class or in small groups before viewing Avatar: Students should be given a clear purpose for viewing the film. They can select a strategy Think of a time when you tried to communicate

that will help them to focus their thinking. with someone who didn’t speak English. How did Students should select strategies that they you manage? What was easy? What was hard? have previously practiced, and that are How did you feel about the interaction?

appropriate to their learning style, the specific film, and the purpose for viewing. Think of a time when you felt pressured to do something that you didn’t feel right doing. How Examples of Goals did you react to the situation? I will make connections and ask

questions to understand the main Have you ever disobeyed a directive, from a themes and ideas in the film that are parent or teacher, because you thought that it most important to me. was wrong? Explain how you justified your actions to yourself and others. I will use images and new ideas to understand the main themes and When is it okay to do something that hurts ideas in the film that are most another person or group of people? important to me.

Have you ever betrayed, or been betrayed by, someone that you cared about? Why did it happen? How did it make you feel?

With what groups do you identify most (family, club, friends, nationality, species...)? What do you have in common with others in this group? What

might make you reject that group?

Think of a time when you went into a situation

with preconceived ideas, which were eventually altered. Describe how the situation surprised you and how you responded.

“This is how it’s done. When

people are sitting on shit that you

want, you make’em your enemy.

Then you justify taking it.” 2 - Jake Sully, Avatar

“I was a warrior who dreamed he could bring peace. Sooner or Making Predictions later, though, you always have to

& wake up.”

Asking Questions - Jake Sully, Avatar Students should work in pairs to sort these words related to the film into groups, and justify their sorting decisions to the class. Based on the questions they have answered, and the justifications of their sorting, they can make predictions and ask questions about the events and Responding themes in the movie. Students should express their understanding of

the film at the end of each viewing period by Military Scientist Savages Biology completing one of the following responses: DNA Aboriginal Alien Spirit Sacred Connections Warrior Outcast transcript of a video journal for any of the Dreams Enemy Species Ancestors main characters by reflecting on what has Tree–Hugger Ethics Promise Betrayal happened so far, and what is to come

sketches or journals depicting the While Watching Film: aesthetic highlights of the day’s viewing.

Processing After Watching Film:

While watching the movie, students should use the strategy that they chose when creating their personal

viewing goal to process the ideas in the film and develop Synthesis and deepen their comprehension. Students could use a After viewing the movie, students should Blackline Master or set up their own page. Examples are complete a project that shows they have met below. their goal of understanding the themes and Connections Questions ideas in the film that are most important

Images Questions to them. Students could create a media

form of choice that expresses the

themes or ideas that were most

important to them, showing how they personally negotiated meaning in

the film. Examples of media could be Painting, Collage, Interview with Character, Short Story, Diorama, News Broadcast, Sequel/Prequel, Music Video, etc.

Reflect on Learning

Students should look back at the entire learning process and reflect on what was effective,

challenging, and what they would do differently next time. This metacognitive step is an Extensions important part of the process of building student competence in media literacy. Students could complete independent research projects

into concepts that connect to the film such as: - coming of age rituals - matriarchal societies “ There is a network of energy - impact of natural resource extraction - environmental impact of technology development

that flows through all living - food webs & animal and plant adaptations - connections between Ocean life on Earth and Forest life things. All energy is only on Pandora - belief systems borrowed, and one day you - impact of contact and settlement on Aboriginal societies

have to give it back.” Students could create propaganda - Jake Sully, Avatar posters/pamphlets/commercials selling a value or a political message that was featured in the film.

Students could create a set of parallel illustrated timelines that connect the events of the film with Aboriginal-Caucasian relations.

Students could select, analyze, and remediate important,

dramatic scenes from the film.

Students could view the film Pocahontas in class and compare the effectiveness of the two films in communicating their message to their respective intended audiences.

Students could view the film District 9 (Warning: Restricted Rating requires special considerations) and discuss parallels between movies and the treatment of different cultures/races.

Resources “Hey Sully, how does

For more information on structure of

reading guide visit it feel to betray your www.smartreading.ca own race?”

4 - Colonel Quaritch, Avatar

Media Study Guide The heart warming animaon story with a powerful message

created by: Rachel Fales & Jennifer Visser WALL-E 2011

• Title: WALL-E • Company: Disney/Pixar • Rating: PG • Length: 103 minutes

CURRICULUM This study guide to accompany the Disney ﬁlm Wall‐E has been wrien for secondary students. It provides informaon and suggesons for learning acvies in English, Health and and Media. It will touch on issues of cizenship, media, and symbolism.

INTRODUCTION The Walt Disney Pixar Film WALL-E hit left earth due to over-consumerism polluting theatres in Canada on June 27, 2008. The film the planet. Their plan was to leave behind was written and directed by the acclaimed robots, WALL-E, to clean up the mess before team Jim Morris and Andrew Stanton (Toy their return. Over the years, WALL-E has Story, Monsters INC, Finding Nemo). Wall-E developed a personality and discovers he is in grossed 63.1 million during its opening dire need of companionship. His routine life weekend. The film also won the 2008 Golden turns upside down when EVE, a robot sent by Globe Award for Best Animated Feature as well the Axiom, shows up looking for proof that life as being nominated for 5 Academy Awards. is once again sustainable on earth. With the New York's David Edelstein calls it "one for the ages, a masterpiece to be savoured before or discovery of a single plant their adventure after the end of the world … a sublime work of takes them up to space to join the evacuated art." Receiving great reviews and awards was humans who have been stuck on the space not as important as the message that the cruise for the last 700 years. The socialization creative directors managed to integrate into the of the human race has deteriorated leaving heart warming adventure of a lonely Robot. themselves obliviously at the mercy of technology. WALL-E and Eve fight back to try The story takes place in a distant but no so to return the people back home to earth. unrealistic future where the human race has

[1] Wall-E Media Guide with Rachel Fales & Jennifer Visser LEARNING OUTCOMES: PE • Assess the positive implications of active living (8) AFTER VIEWING THE • Formulate a rationale for active living (9) • Demonstrate understanding of health related components of fitness (10) TRAILER : Social Studies 11 • apply critical thinking—including questioning, comparing, summarizing, drawing conclusions, • Aer watching the and defending a position—to make reasoned judgements about a range of issues, situations, trailer, who do you and topics • demonstrate skills and attitudes of active citizenship, including ethical behaviour, open- think the video is mindedness, respect for diversity, and collaboration meant for? Does the Planning 10 animaon make you • analyse factors that influence health (e.g., physical activity, nutrition, stress management) • evaluate the potential effects of an individual’s health-related decisions on self, family, and automacally assume community it is for children and English 8 • Interact and collaborate in pairs and groups to: support the learning of self and others, explore therefore is there any experiences, ideas, and information, understand the perspectives of others, comprehend and purpose to older respond to a variety of texts, and create a variety of texts (8) people watching • view, both collaboratively and independently, to comprehend a variety of visual texts, such as: broadcast media, web sites, graphic novels, film and video, photographs, art, visual besides for components of print media, student-generated material amusement? BEFORE VIEWING THE FILM • Messages oen hidden in animaon Discuss the following quesons with • What is the purpose of PE the class before viewing Wall‐E: (Physical Education) class and DPA ﬁlms, name a couple (Daily Physical Activity) program? others. Explain the • How do you picture the world in What sorts of activities do you enjoy hidden messages. 2800? What is technology like? • doing? Does technology increase, what are the people like? decrease or not play any role in the • Issue of environment and pollution amount of activity you do? Do you are important topics in the news and do it on your own or with friends? “One for the ages, a schools right now. What are they masterpiece to be savoured before or trying to do to combat pollution and after the end of the world … a sublime work preserve the planet? Why do you of art” think it is important? How do you - David Edelstein think it affects or will affect your lives? • What role does technology play in your life? What are some of the benefits? Are there any disadvantages? • What would be the perfect invention, how would it make your life better? • What constitutes living a healthy life?

[2] Wall-E Media Guide with Rachel Fales & Jennifer Visser "an enthralling animated ﬁlm, a visual wonderment, and a decent science-ﬁction story" - Roger Ebert AFTER VIEWING THE FILM After viewing the film, we discover that it has many messages intertwined into the entertainment it provides; touching on issues that affect all generations. Within this sweet story, the creators use music, special effects, and symbolism to create a powerful message that creates everyone who sees it to evaluate their life and how they are treating their planet, bodies and civilization and what role technology exactly plays in their society, is it aiding it or removing it.

Discuss the following questions with the class: • What are some things you enjoyed about it? What are some things you would change? • Which age group do you think the •What are the major themes or issues in the film? film is made for? •How does the film present our future? • Why do you think they chose to •How would you categorize or classify this film? animate this film? “We'll see who's •What does Wall-E's truck, filled with all of his • Did you enjoy the film? Would powerless now!” treasures, represent? Why does he collect these you recommend it? Why or why things? not? •What does Wall-E long for and how does that relate to • Would you have seen this film on his function? your own just based on the trailer or the DVD cover?

[3] Wall-E Media Guide with Rachel Fales & Jennifer Visser THEMES & ISSUES: There are some major issues that are addressed throughout the film. After the students have discussed which ones they recognized go into further discussion on these three main topics: Pollution/Environment, Health & Technology.

Pollution/ Environment:

The copious amounts of damage done to the earth is blamed on the mass production and consumption brought about by very advanced technology. As humans experience much advancement, they might have forgotten the importance of the environment in order for the future generations to survive.

Show the clip of the opening scene. During the clip have students to think about the Wall-E on following questions: Earth • Compare the music and feel of the opening scene to the moment you start to realize they aren’t buildings but piles of • What is the answer to the problem of pollution garbage and the destruction. What is message in the movie? is the director sending through the transition • In the movie, the Buy n’ Large CEO says, between the music and view of the opening "Rather than try and fix this problem, it'll just be scene to the garbage scene? easier for everyone to remain in space." What • Look for recycling bins and garbage cans message is this sending? Is this the same throughout the scene, are there any? What is attitude we have today about our planets the film blaming the pollution on? survival? • What is this film saying about consumerism?

[4] Wall-E Media Guide with Rachel Fales & Jennifer Visser Health

Health & wellness are broken down into 5 components: spiritual, social, emotional, physical, and intellectual; working together to create a healthy life. Define the 5 components and help the students give at least one example for each and how they contribute to us having a well rounded healthy life.

The director explained that when portraying the humans he wanted them to resemble large babies completely reliant on technology for all aspects of life. Show the students clips from when WALL-E first arrives on the Axiom, with the people in hover crafts, watching TV, drinking food in the form of slushy’s and of the man falling off his chair and having to wait for someone to put him back on.

Have students complete the following chart, deciding whether the humans aboard the Axiom practice the 5 components of wellness that lead to a healthy life:

Health Aspect Example on the Axiom Example from your own life Social

Physical

Emotional

Intellectual

Spiritual

Show the students the clip of the different captains on the ship over the years:

• Looking at the pictures of the all the different captains, what is it showing us? • What does the lack of a healthy diet and no activity lead to? What kind of life is it?

Answer the following questions after viewing the clip of WALL-E turning off Mary’s TV:

• What is the significance of WALL-E turns of the Mary’s TV? What does Mary notice once her TV is off? • What does the Captain mean when he says “I don’t want to survive, I want to live”? • Are we on the road to becoming these people? What is going on today that could lead to a similar life that is portrayed in Wall-E? How are some ways in which we could prevent this? • How important are the 5 components of wellness now that you see what life would be like without them?

“I didn’t know we had a pool!”

[5] Wall-E Media Guide with Rachel Fales & Jennifer Visser Technology

Technology played a part in both the health and pollution issues. Along with those two issues it was generally playing a part in hindering the development of society, at least for the humans. Technology has often been described as the “complicated villain” in the movie getting people to re-evaluate its role in their life.

Students will answer the following questions: “Foreign • Re-mediation is defined as “creating something, but in the Contaminant” process losing the original idea” what is an example of this in the movie? • On earth how is the technology portrayed? The TV and radio, the old robot down on earth?

Show the clips of WALL-E going to work, having his lunch box, wanting to hold hands, the robot police force, M O the cleaner robot, the robot “psych ward”, humans being told it’s bed time, and then get the students to fill

Robots chores/ responsibilies Human’s chores/ responsibilies

out the chart:

Discussion Questions:

• What role do the robots play in society? Who was running the show? • What constitutes a human - what are their responsibilities and daily routines? Who were the “humans” in the movie? • Give some examples on how the robots have almost created a society paralleling what use to be human society. • Was the way WALL-E was living along on earth any different from the way the people were living on the spaceship? • Does technology make life easier? • What are the “dangers” of technology?

[6] Wall-E Media Guide with Rachel Fales & Jennifer Visser Symbols: Throughout the ﬁlm there are objects and obscure names all with deeper meanings. Discuss these symbols with your students:

Symbol What it means/represents Clip from movie that supports your idea The Plant Cockroach WALL‐E The Axiom AUTO Buy‐N‐Large “Too much garbage in your face? There's plenty of space out in space! BnL StarLiners leaving each day. We'll clean up the mess while you're away.”

Music:

This film has very little dialogue. Emotions and messages are revealed through music throughout the film. After addressing the lack of dialogue, discuss the following questions:

• What might be the deeper meaning behind the lack of conversation and dialogue throughout the movie? • How does Wall-E use his music?

Play the theme song for WALL-E “Hello Dolly”, have students look over the lyrics and answer the question • Why was this an appropriate song to be the theme song?

[7] Wall-E Media Guide with Rachel Fales & Jennifer Visser LEARNING ACTIVITIES: 1) Apparently in the future we'll be too fat and lethargic to even chew our food. Everyone has his or her meals "in a cup." Drive through a few fast food places and purchase meals (burger, fries, shake or sub sandwich and a Dew), put these in a blender and see if any of your students will give the food of the future a try. Have students create a comic strip (on paper, using comic life, using toonlet.com or pixton.com) explaining “the food of the future”. 2) Students will research a company that is producing hazardous materials for the environment or an unhealthy food product. Once research is complete, students will write a letter explaining the issues they have with the product and what they feel will be the long term repercussions of this product. 3) Using clips from Youtube, Wall-E or clips you have filmed yourself, create a PSA about saving the environment OR using clips from Youtube, Wall-E or clips you have filmed yourself, create a PSA about staying healthy and fit. Try to use tips from Wall-E and use no words, only sounds and music.

4) Make a video promoting a health day/ environment day fundraiser. Students will come up with a proposal to give to the administration about the purpose of the day and how it would benefit the student body. Create a video promoting the day to show students and advertise the fundraiser. TOPICS FOR FURTHER DISCUSSION: • The film touches on important topics that will affect our future, whether exaggerated or not they are important to review, what other issues might we be concerned about for the future as the future leaders of the country? • Watch or read other future films, and compare to Wall-E. What are some key differences or similarities? Which story is the most accurate portrayal of our future?

FURTHER READING & VIEWING: • An Inconvenient Truth (Davis Guggenheim, 2006) • The Fifth Element (Luc Besson, 1997) • The Road (John Hilcoat, 2009) • Addicted to Plastic (Ian Connacher, 2008) ENDNOTES: The Internet Movie Database (IMB), WALL • Taking Root (Alan Dater & Lisa Merton, 2008) E (2008) Retrieved from: http:// www.imdb.com/title/tt0910970/, • National Geographic: Human Footprint (Clive Maltby, 2008) • The Hunger Games by Suzanne Collins ISBN: 0439023483 Movie Segments for Warm-ups and Follow- ups (2010). Retrieved from: http:// • Brave New World by Aldous Huxley ISBN: 0-06-080983-3 warmupsfollowups.blogspot.com/2010/05/ fifth-element-wall-e-road-future-trends.html. • Cradle to Cradle by Mcdonough ISBN-13: 978-0865475878

[8]

Wall-E Media Guide with Rachel Fales & Jennifer Visser And now we walk

“There is a pleasure in the pathless woods; There is rapture on the lonely shore, There is society, where none intrudes, Into The Wild By the deep sea, and music in its roar, I love not man the less, but nature more.”

-Lord Byron

“Some people go looking for adventure, Christopher McCandless was looking for himself.”

Introduction: Into the Wild Film Synopsis: Upon graduating (Paramount Vantage & River Road from Emory University as a top Learning Outcomes Entertainment, 2007), is a student and athlete Christopher biographical drama directed by Sean McCandless abandons all of his A. Students will engage critically with the Penn and written by Lisa Kelley, possessions, leaves his family, gives film and supplementary texts through which documents the travels of his entire $24,000 savings account to group discussion, individual written Christopher McCandless across charity and travels across the reflection, small group presentations and North America from Virginia to Alaska continent to Alaska to live in the projects B. Students will examine the music, script in 1992. It is an adaptation of the wilderness. In his attempt to escape and characters of the film fiction novel written by Jon Krakauer the reality of his life at home and seek C. Students will identify and examine the in 1996. The film stars Emile Hirsche the ultimate spiritual fulfillment, he imagery, symbolism and motifs in the film as McCandless, Jena Malone as his encounters several people along the D. Students will engage in discussion on sister Carine and Marcia Gay Harden way that shape his journey and who themes such as heroism,conformity, and William Hurt as his parents. The he, in turn, impacts significantly. He is values and power film was nominated for two Academy tested physically, mentally and E. Students will explore and distinguish Awards for best supporting actor and emotionally in the fight for his life and between various forms of writing and editing. the quest for the truth. story-telling including fiction, non-fiction,

Curricular Connections English: poetry, literature, creative writing, analysis of film This study guide has been History/Social Studies: hunter & gatherer lifestyle, aboriginal history, written for grade 11-12 American history secondary students and can be Geography Space, place, landscape, mobility Physical Education: Outdoor environmental education, orienteering, hiking and utilized for several subjects survival skills areas at various grade levels: Art: imagery, sound, text Theme/Issue Example(s) from the film

Search/quest for personal & spiritual fulfillment

Heroism

Convention, norms, conformity

Poetry and Literature

Identity

Values & priorities

Possessions, materialism

Family-Relationships with parents

Confronting fears

Judgement, control, power of modern society

Solitude, self-reflection

Freedom

Pre-viewing questions: Post-viewing questions: 1. Analyze the publicity poster for Into the 1. What or who is McCandless escaping Wild. Who is the target audience? What ideas from? does the image bring to mind? What does the 2. What is the “false being within” that cover lead you to believe the film is about? McCandless refers to? 3. How is Chris characterized? (What are his 2. “If we admit that human life can be ruled by desires, thoughts, pet peeves etc..) reason, then all possibility of life is destroyed. 4. What drives Chris to leave home and go “ (Christopher McCandless) into the wild? 5. In the scene where Chris mother and father Explain the meaning of this quote and discuss offer him a new car – what do their reactions its relevance to you personally. tell you about what they value? What does it tell you about what Chris values? 3. What is your greatest fear and why? 6.Take into consideration Chris’s goals and desires, do you think he was ultimately 4. Create a list if words or phrases that come successful? to mind when you hear the word ‘wilderness’. 7. Do you think Chris is selfish for abandoning his family? 8. Which character in the film are most like? 5. What does it mean to be ‘fulfilled’ in life? Most unalike? Describe characteristics of yourself and this person and use examples to 6. What do you value more: power and money support your answer. or freedom and happiness? Why? 9. After viewing the movie two dominant streams of thought emerge: Chris’s parents 7. What value do self-reflection and self- and their desire for Chris to secure his future awareness have in achieving happiness? morphs into a desire for him to simply be safe and come home. Chris on the other hand is in 8. In what ways do people conform to the search of something he cannot find at home norms of our society? or even within his perceived society. Which do you believe is valued over the other in the 9. Discuss Maslow’s Hierarchy of Needs in relation to Christopher’s experience at home movie and why? and in the wild. 10. How is Into the Wild relevant to you and your life? How do you connect to the movie and its characters? Learning Activity: Analyze the lyrics to the song “rather than love, than fame, “Guaranteed” by Eddie than faith, than fairness, give Vedder. This was the central me truth” - Chris McCandless piece of music associated with the film that won a Golden Globe and was nominated for a Grammy.

Describe the connection between the lyrics to the song “Guaranteed” and the film Into the Wild:

On bended knee is no way to be free Lifting up an empty cup, I ask silently All my destinations will accept the one that's me So I can breathe...

Circles they grow and they swallow people whole Half their lives they say goodnight to wives they'll never know A mind full of questions, and a teacher in my soul And so it goes... Film Structure & Sequence: Symbols & Motifs: (Image) Don't come closer or I'll have to go There are a multitude of powerful Holding me like gravity are places The film begins in medias res, that pull images persistent in Into the Wild taking us directly to If ever there was someone to keep as McCandless makes his way me at home McCandless upon his arrival in across America. It would be you... the wilderness of Alaska. The A. His Car is a symbol of his Everyone I come across, in cages film shifts back in forth between they bought his experience in Alaska and connection to the commercial They think of me and my his journey across North world wandering, but I'm never what they thought America to get there. B. Wild horses running-freedom, inhibition, what chris wants to be I've got my indignation, but I'm pure C. Nature as bigger, greater, more in all my thoughts I'm alive... The film is split into 5 titled powerful than man. chapters: D. City as the melancholy, dark Wind in my hair, I feel part of underbelly of society. everywhere E. His parents arguing and Underneath my being is a road that fighting-symbolic of his internal disappeared Chapter 1: My Own Birth Late at night I hear the trees, struggle they're singing with the dead D. Hippie Van/Hippie community Overhead... Chapter 2: Adolescence as another version of himself F. Chris holding an animal heart in Leave it to me as I find a way to be his hands Consider me a satellite, forever Chapter 3: Manhood G. Scene where Chris is orbiting drowning: fighting for his life I knew all the rules, but the rules did not know me Chapter 4: Family H. Old man climbing mountain Guaranteed I. Paralysis, weakness, people being paralyzed by their lives in Chapter 5: Getting of Wisdom modern society, Chapter/Title Main Events Character Profile Symbols & Motifs Emotions Explored Quote

1-My Own Birth

2-Adolescence

3-Manhood

4-Family

5-Getting of Wisdom

Learning Activity:The film is split Symbols and Motifs: Create a into 5 chapters that are cleverly list of symbols and motifs present woven together to make a in the film and discuss the complete storyline. Each chapter significance of each. (1 per has its own feel, tone, message chapter) and purpose. Complete the chart below with a partner and we will Emotions Explored: Create a list share our thoughts aloud with the of emotion words that are present class. in the film. Main Events: Sum up the plot for each chapter by listing 3 major Quote: Select 1 meaningful, events from the film. interesting or relevant quote from each chapter of the film and explain the context. Character Profile: Select a character and write a brief physical description of the person, describe their personality and their purpose/role in the film.

”I read somewhere how important it is in life not necessarily to be strong but to feel strong. To measure yourself at least once, to ﬁnd yourself once in the most ancient of human conditions, facing blind, deaf stones alone, with nothing to help you but your own hands and your own head.” (Christopher McCandless) Did you know...

-Christopher McCandless lived in the bus in Alaska for 4 months from late April to August, before starving to death. When his body was discovered in September, he weighed only 67 pounds.

-The film was shot in Alaska 50 miles from the actual location of McCanless’ death in a replica of the bus in Scenes for Closer Analysis begins to set up his new life in the which he lived wilderness. He feels euphoric, fulfilled Scene: Christopher and his sister arrive and connected to the landscape, the at a restaurant to meet their parents in animals and the way of living outside of -Emile Hirsche celebration of his graduation form the confines of society. Emory University. His parents tell him (Christopher they are going to buy him a new car. McCandless) performed The dialogue for the scene is as follows: Themes for discussion: Freedom, isolation, bravery, the journey all of the stunts in the film, including the Christopher: “A new car? Why the hell would I want a new car? The Datsun Scene: After frantically scrounging for scenes kayaking in the runs great. Do you think I want some food, Christopher consumes a potato rapids fancy boat? Or are you worried about root plant that is highly poisonous. He what the neighbors might think?” wakes up in the bus, paralysed from the waist down, grabs his plant identification guide and realizes the plant is inedible Mother: “We weren’t going to get you a and if untreated can lead to starvation Cadillac, Chris. Just a nice new car and eventually death. He is distraught that’s safe to drive. You never know and tries to force himself to throw up. He when that thing’s just going to suddenly is extremely weak and is quickly blow up.” deteriorating, both mentally and physically. Christopher: “Blow up? Blow up? Are you guys crazy? It’s a great car. I don’t Themes for discussion: Human need a new car. I don’t want a new car. I weakness, life and death, nature as don’t want anyTHING. These things, greater than man things, things. But thank you, I just don’t want anyTHING.” Scene: Christopher is on his deathbed. He lies alone in the bus and writes his Themes for discussion: Possession, final words: “Happiness is only real materialism, identity, conformity, when shared.” He cries, covers himself relationships with parents. with a blanket, zips up his coat and takes his last breath. Scene: After a long journey across North America, Christopher arrives in Themes for discussion: Death, the Alaska, equipped with enough supplies journey, risk, legacy. to last him a few months in the wild. In this scene, Chris’ adventure through Alaska is depicted as exciting, intense and heroic. At this point in the film he is strong, resourceful and curious. He stumbles upon an abandoned bus and Music: (Sound) The music has a folk “Guaranteed”: Eddie Music The music in this film type feel and sound Vedder: The central is written and and Vedder said that piece of music performed by Eddie he "realized the songs associated with the Vedder of Pearl Jam could now become film, won a Golden and Jerry Hannan and another tool in the Globe and was is composed by storytelling.” nominated for a Michael Brook. Grammy for this song.

Fact or Fiction? Script (Text): Creative non-fiction also known as literary non-fiction is a blend Controversy between the fictive elements of Lisa Kelley’s writing is literature and the non-fiction In the film and book version of deep, powerful and elements of traditional print McCandless’ story he is painted journalism. In creative non-fiction as a tragic hero however not relevant. She weaves the author everyone shares this view. In the together dialogue, attempts to create film he is portrayed as narration and written text a holistic view of abandoning his family to pursue throughout the film while the subject - he or his own goals, and he has real life allowing moments of she presents well critics as well. complete silence researched Alaska park ranger Peter material but also Christian wrote: in Christopher’s tells a story. In Into solitude in The Wild, the original book by Jon “I am exposed continually to what I will call the nature. As an Krakauer he tells a meticulously 'McCandless Phenomenon.' People, nearly always young men, come to Alaska to audience, we researched story - Chris challenge themselves against an unforgiving create our McCandless was a real person, wilderness landscape where convenience of understanding of the film and the people who’s lives he access and possibility of rescue are practically nonexistent [...] When you consider through various mediums, touched a long the way were also McCandless from my perspective, you quickly real. In fact the film version of the see that what he did wasn’t even particularly including Chris’ journal Alaskan man who was the last daring, just stupid, tragic, and inconsiderate. and the phrases he carves First off, he spent very little time learning how person to see McCandless alive is to actually live in the wild. He arrived at the onto wood in played by Jim Gallien, as himself! Stampede Trail without even a map of the area. the bus. In the same way that Jon Krakuer If he [had] had a good map he could have walked out of his predicament [...] Essentially, Chris’ words carefully re-constucts the life of Chris McCandless committed suicide.” McCandless, Sean Penn closely are poetic follows the story line. Penn Activity: Do you agree or and he often chooses to remain as authentic as disagree with Peter Christian’s quotes writers and poets possible to the real story of point of view? Why? to express his thoughts McCandless. and feelings. In several Activity: Does the fact that parts of the film there is McCandless’ journey is a true story affect your perception of the minimal dialogue and the movie? Explain. film is driven solely by images and music. How are we able to construct “The core of man’s soul comes from meaning from music and new experiences.” images in the absence of dialogue in a film? (Christopher McCandless) -It has been suggested -Write a journal entry -Compose a poem or Additional that McCandless was from the perspective of lyrics to a song that mentally unstable at the Christopher reflects your views on a time of his departure for McCandless when he is character, the plot or Learning Alaska and it has been living in the bus in the major theme of the film argued that this wild. Activities: decision to go into the wild was not made with a sound mind. Based on the film and the storyline, do you agree or disagree with this idea?

Death Sources for further study: Death's a fierce meadowlark: but to - Jon Krakauer August 12, 1992, McCandless die having made - Into Thin Air wrote what are assumed to be Something more equal to centuries - Mad Season his final words in his journal: Than muscle and bone, is mostly to - Jack London shed weakness. -127 Hours (Film) "Beautiful Blueberries." The mountains are dead stone, the -Poetry-Wordsworth, Keats, people Shelley McCandless tore the final page Admire or hate their stature, their from a book entitled Education insolent quietness, References of a Wandering Man the memoir The mountains are not softened or of Louis L’Amour. It contained troubled http://www.intothewild.com/ And a few dead men's thoughts the following poem which was have the same temper. titled “Wise Men in Their Bad Krakauer, Jon. Into the Wild. On the other side of the page, Anchor Books, 1996. Hours.” Activity: What you think McCandless’ final thoughts might be? Into The Wild media guide written and designed by: Kady Huhn and Hannah Yu

“Two years he walks the earth. No phone, no pool, no pets, no cigarettes. Ultimate freedom. An extremist. An aesthetic voyager whose home is the road. Escaped from Atlanta. Thou shalt not return, 'cause "the West is the best." And now after two rambling years comes the ﬁnal and greatest adventure. The climactic battle to kill the false being within and victoriously conclude the spiritual pilgrimage. Ten days and nights of freight trains and hitchhiking bring him to the Great White North. No longer to be poisoned by civilization he ﬂees, and walks alone upon the land to become lost in the wild.” (Alexander Supertramp) Created by: Kara Troke and Taha Anjarwalla

WALL-E Study Guide Page 1 Created by: Kara Troke and Taha Anjarwalla Introduction

The year is 2805 and Earth has Because of it’s form and genre, been abandoned by humans as this film appears to appeal to a it’s no longer viable habitat for younger demographic, however natural life. However, that doesn’t this film is actually a complex and mean all life forms have ceased to insightful exploration into the exist, in fact artificial life forms are relationship between the earth and still hard at work cleaning up the it’s inhabitants while presenting mess let by it’s over-consuming deep philosophical questions human predecessors. That’s surrounding the true nature of where we meet Wall-E, human beings and the purpose of A curious trash compacting life. robot who surveys the waste and collects various artifacts and gadgets in an attempt to understand the world of old. One pivotal day, Wall-E comes across a seeding plant growing from the ground and that’s where the story begins.

Page 2 2011 SUMMER EDITION OUTCOMES & CONCEPTS

“YOU KIDS GONNA GROW ALL KINDS OF PLANTS! VEGETABLE PLANTS, PIZZA PLANTS!”

z Key Concepts z The specific aims of our film study can be grouped into two categories: discourse and audience. In the former, we hope to encourage students to engage in meaningful conversation and debate regarding characters, themes, and motifs to develop deeper understanding. By audience, we stress that modern media targets specific audiences. We encourage students to practice identifying these nuances and their influence on film.

DISCOURSE AND AUDIENCE Media Discourse: Media Audiences:

I.What factors Learning Outcomes I.Who is this film affect the targeting and • Students will demonstrate meaning in this why? knowledge of the salient features in this film. film? II. Are their • Students will explore the II.How does this multiple nature of audience as related film draw on demographics? to this film. III.Who does this • Students will identify the key 21st century film leave out as conflicts as related to this society to send a film. an audience and message? • Students will explore the ideas why? of man and machine. III.How would IV. Does the you illustrate the thematic nnn message change for framework of this film? different audiences?

Watch the ﬁrst 5 minutes of WALL- 5 Minute Quick-Write: Before We Begin Try E and then pause the ﬁlm. Individually, write what you think will With a partner discuss what things happen next in the story. This Activity: stand out to you. Consider how the Do not spend too much time director chooses to tell the story. thinking. Just write! What elements are present? Missing?

Page 3 FOCUS QUESTIONS :

Group Questions:

1. Describe the initial setting of Wall-E. What year do you think this is set in and where? 2. Recall some of the items Wall-E has collected, how would you categorize these items? What do they represent? 3. Describe the characters of Wall-E and Eve. 4. What are the main conflicts in this film? 5. How are the humans portrayed in this film? How is this significant? 6. This film seems to have a number of messages, describe as many as you can. 7. What is the effect of the animation in this film? How would the themes and messages be altered if it were a live action film? Extra-Practice: 8. Is there a specific target audience for this film? If yes, describe the audience, if no describe how this film manages 10. How does Wall-E portray to pervade a specific audience. human beings in the film? 9. Wall-E’s opening scene presents a post apocalyptic 11. What is the relationship landscape juxtaposed with a post-war “Put on your Sunday between humans and Clothes” from Hello Dolly, what possible statements is the technology? film making by pairing these two aspects? 12. In terms of indicating the hero and the villain, does this film follow traditional character guidelines? Explain. 13. Wall-E’s character has been compared to Prometheus, Sisyphus, and Adam. Research one of these figures to compare them with Wall-E’s character. 14. What did you like about this film? What didn’t you like? If you had the choice, what would you change?

Page 4 SUMMER 2011 ACTIVITIES

Get together in groups of three or four and try working your way through these activities! HUMAN VS. MACHINE AN ACTIVITY DESIGNED TO GET STUDENTS TO ANALYZE THE SUBVERSIVE NATURE OF THE FILM WITH REGARDS TO THE SHIFTING RELATIONSHIP BETWEEN HUMANS AND MACHINES.

This is an activity designed to get students analyzing the film’s discrepancies between generalized subversive approach to the characteristics and those specific to relationship between human being’s the film. A great follow-up activity and their machines. The student’s first could be a journal reflection on what it brainstorm typical characteristics of means to be human, or the purpose of human beings such as, “logical, free- life. Or additionally, as a class, thinking, empathetic” etc. as students could brainstorm where the compared to traditional characteristics traditional aspects of humans and of robots or machines, perhaps like machines are manifested elsewhere in “artificial, controlled by humans, media. It would be a great opportunity obedient etc.” After they have filled to examine the current robotic climate What does it mean to be human? out the first two squares, the students and discuss the possible prophetic To be robot? Can robots have feelings? Why or will rethink those categories in the nature of Wall-E. why not? context of the film and reflect on the

Page 5 STORY BOARDING AN ACTIVITY AIMED AT GETTING STUDENTS TO CONSIDER THE VARIOUS CHOICES MADE BY DIRECTORS AND CINEMATOGRAPHERS AND HOW THESE CHOICES AFFECT THE NARRATIVE QUALITIES OF FILM.

What role does silence play in the telling of the story?

The concept of storyboarding comes from both animation as well as Understanding the purpose and effect live-action films. Animators frame of various camera angles and shot characters and action in the same way types can be a strong aid to helping as a cameraman might. With the film students not only internalize elements WALL·E, cinematographer Roger of a narrative but in their own writing Deakins took on the role of a visual and comprehension. As a fun activity, consultant to the animators. The ask students to storyboard their producers of WALL·E wanted favorite scene from WALL·E. audiences to feel ‘as if there really was a cameraperson’. The visuals are Students should then storyboard an essential in telling WALL·E’s story original short story featuring a robot because there is very little dialogue in they design themselves and use stop- the film. The robots communicate motion or other animation software to using a range of bleeps and sound turn it into a film. effects. SOURCES FOR FURTHER STUDY: Reading and Viewing: Information: The Road (2009) V for Vendetta (2006) http://www.filmeducation.org The Matrix (1999) Inception (2010) http://www.youthspecialties.com/articles/wall- Zombieland (2009) e-movie-study/ Watchmen (2009) Children of Men (2006) http://www.enotes.com/topic/WALL-E A Scanner Darkly (2006)

Page 6

INTRODUCTION

127 HOURS IS A FILM about a young, outdoor, adventurist, Aron Ralston (played by James Franco), who believes he can successfully undertake any outdoor adventure on his own. The film focuses on April 25, 2003, where Aron goes on an adventure trek alone through the generally secluded Blue John Canyon in "How would I behave in a situation Utah. The film’s title refers to the number of hours that Aron that caused me to summon the was trapped between a boulder and the crevice wall. Also, it is essence of my character? The tragedy based on Aron Ralston’s autobiography Between a Rock and a Hard Place. inspired me to test myself. I wanted to reveal to myself who I was: the kind Aron Ralston prepares for a day of cayoneering in Utah’s of person who died, or the kind of Canyonlands National Park, where he bikes through the park, person who overcame circumstances travels on foot, and guides two lost hikers, Kristi and Megan. to help himself and others" He continues his adventure into Blue John Canyon, and unfortunately, falls down a crevice where his right hand – Aron Ralston (Between a Rock and a becomes wedged between the boulder and the crevice wall. Hard Place) Ralston cries for help, but realizes that he is completely isolated from the outside world. He has access to his gear and his small supply of rations, where he attempts to move the boulder and chip away at it. A seemingly impossible task. As time goes on and he deals with not only the boulder and lack of rations, but also with extreme weather conditions, he records video diaries to maintain his sanity.

Ralston begins to dream about his relationships and past experiences with family and friends, coming to the realization that everything he has done has lead him to this moment, and that he was destined to die alone in the canyon.

After five days, Ralston decides to break and sever his arm, escaping from his entrapment and making his way out of the canyon, where he finally runs into a family on a day hike. Based on a true story, 127 Hours, is an inspirational tale and testimony . to courage, hope and an individual’s will for survival.

127 HOURS STUDY GUIDE

FILM FACTS

CAST Filmmakers

127 Hours, based on Ralston’s autobiography Between a Rock and Hard  James Franco as Aron Ralston Place, was directed by Danny Boyle, written by Boyle and Simon Beaufoy and  Amber Tamblyn as Megan produced by Christian Colson and John Smithson. McBride (lost hiker)

 Kate Mara as Kristi Moore

(lost hiker)  Clemence Poesy as Rana (Ralston’s lover)

 Lizzy Caplan as Sonja Ralston

(Ralston’s sister)

 Treat Williams as Larry Ralston (Ralston’s father)

 Kate Burton as Donna Ralston (Ralston’s mother)

127 HOURS STUDY GUIDE

EDUCATIONAL RELEVANCE

Curriculum Relevance . 127 Hours is an inspiring tale of survival told by Ralston, an honest and sincere narrator, who finds inspiration even in the face of a lonely death. There will be both relevance and appeal to middle and senior secondary students, particularly to students in grades 11 and 12. It should generate discussion about perseverance, friendships, solitude, the need for human

contact, adventure, and outdoor survival. While many of these issues suggest a cross-curriculum approach, the film would be valuable for generating discussion in English, Social Studies, and Outdoor Education. The soundtrack was composed by two-time Academy Award Winner A.R. Rahman, which will appeal to all ages.

127 HOURS STUDY GUIDE

LEARNING OUTCOMES

It is expected that students will:

 Interact and collaborate in pairs and groups to gain insight into others’ perspectives

 Examine the differences between two different “This rock has been kinds of media (book and film).

 Connect your own personal experiences with those waiting for me my of Aron Ralston’s experience in the canyon. entire life.”  Analyze the effects of solitude and loneliness on human beings, specifically Ralston.

 Examine the importance of family that is emphasized in the film and the book.

 Compare and contrast the film’s depiction of

Ralston’s ordeal, and the experience depicted in Ralston’s book.

 Assess the connection between the film and the soundtrack, specifically, the Dido and A.R. Rahman song “If I Rise” which is featured in the film.

 Devise a journal depicting a real or fictional experience in which the student was alone and had to persevere over great odds.

 Create a song, poem, or short story regarding the experience depicted in the students’ journals.

 Compose and edit your own piece of media that will depict the experience depicted in the journal.

127 HOURS STUDY GUIDE

KEY CONCEPTS

 Agency: This concept plays a very large role in the analysis of the film. Large sections of the latter half areSubhead presented from the POV of Ralston’s video camera that he brought into the canyon. He records his thoughts, his feelings, his regrets, and, what he thinks are, his final goodbyes (These recordings were taken from the real recordings that Ralston made while trapped in the canyon. The recordings were only made accessible to James Franco and Danny Boyle for the purposes of achieving authenticity). Due to the fact that a large majority of the • Bulletfilm features point Bullet one character point Bullet alone on screen, agency becomes a very important concept to study. pointWe watch Bullet Ralston’s point Bullet ordeal point through Ralston’s lens.

 Technology: The real Aron Ralston did not have a camera crew with lighting equipment to record his experiences. He only had a low-tech video camera with which he could use to • Bullet point Bullet point Bullet document his ordeal. The images are very grainy and this blends very well with Ralston’s own pointstate Bulletof despair, point disorientation, Bullet point regret, and finally acceptance. With the class, we will discuss how technology becomes a vehicle for Ralston to somehow translate his experiences to his intended audience and how he uses it to ultimately say goodbye to his loved ones. • Bullet point Bullet point Bullet  Language: How we make sense of Ralston’s ordeal, as depicted through his recordings, will be newsletter pointa very Bullet large point topic Bulletof text study point while here. watching Continuethe film. How can we make newsletter sense of Ralston’s various text responses to his situation? How do we “read” the media that we are presented with? For here.example, Continue a psychologist with newsletterspecialized training in emotions text and here. solitude may Continue view the film differently than someone without that background. In other words, they project their own newsletter respective meanings text onto Ralston’s here. recordings. Continue newsletter text  Audience: As mentioned above, the only intended audience for Ralston’s recording were his here.family Continue and friends. When henewsletter begins recording, he stilltext has some here. semblance of hope, trying to chisel his way out of the canyon to freedom. As time progresses, he becomes increasingly manic, and begins to mock his own situation. Finally, he accepts his situation and begins saying his goodbyes. We will discuss how audience factors into how Ralston presents himself on camera. Would he have behaved differently if he claimed on the tape that he wanted it to be available for mass consumption? Audience plays a significant role in Ralston’s recordings.

127 HOURS STUDY GUIDE

BEFORE WATCHING THE FILM

Activity #1: Students will create a journal in which they will include one entry a day depicting a situation, of their choosing, in which they are in complete solitude. In each entry, they will relate their feelings, experiences, and emotions. The final entry will give closure to their situation.

Focus Questions:

. 1.) Who do you reach out to when you are in a time of great need or distress? Why did you choose them? Do you think

you need to be with certain people in order to enjoy life? Why? 2.) How do you feel when you are completely alone, with nobody else around for a long period of time? Why do you feel this way? 3.) How important is your family in your life? Explain your answer.

4.) Describe an experience in your life in which you had to

persevere over great obstacles. Why was it so difficult? How

did you feel once you had achieved your goal? 5.) When you hear the word “survival” what images or words “I thought I was going are created in your head? Have you ever been in a life or death situation? Explain. to die.”

127 HOURS STUDY GUIDE

WHILE WATCHING THE FILM

Activity #2: Students will be given a copy of the lyrics to Dido and A.R. Rahman’s song “If I Rise” which is featured in the film (http://www.metrolyrics.com/if-i-rise-lyrics- dido.html). Students will then listen to the actual song while reading the lyrics (http://www.youtube.com/watch?v=MWMuo9Bc0ww). After “Judging by my this, students will examine the lyrics and find links to the themes and events from the movie. Students will then write either a song, a poem, or a short story based on the degradation in the last 24 journal they began at the beginning of the study. hours, I’ll be surprised if Focus Questions: 1.) How do the two girls, Megan and Kristi, respond to I make it to Tuesday” meeting Aron Ralston? Why does he refuse their invitation to attend their gathering? 2.) As Aron chips away at the boulder that has locked his right hand, he can't help but reflect on his life before he found himself in this dire predicament, facing starvation and death How does he cope with facing his own mortality? 3.) As the hours pass and he considers his choices, Aron concludes that he has only four options left. What is the option he ultimately chooses? Could you make a choice like this or would you continue trying to find another alternative? 4.) Aron's camcorder eventually acts like a small digital confessional. What are some of the things Aron begins to confess into his video camera? If you were to make a recording in similarly dire circumstances, what kinds of things would you choose to talk about? 5.) Explain how you think Aron feels when he makes the ultimate decision near the end of the film. What kind of emotions would be running through your head if you were put through a similar experience?

127 HOURS STUDY GUIDE

AFTER WATCHING THE FILM

Activity #3: Students will compose and edit their own piece of visual media that will depict newsletterthe situationSubhead that they text first presented in their journals. The clip should be between 5 and 10 minutes and should accurately depict how you felt in the real situation or how you would have felt in the fictitious situation. here. Continue Focus Questions: • newsletterBullet1.) Comparepoint Bullet and point contrast text Bullet the experience related in your journal with Ralston’s experience. pointHow Bullet are theypoint similar? Bullet point How are they different? here.2.) How doContinue you think Ralston views his ordeal now that it is long ago in his past? Does he still feel frightened by it? Did it empower him? Use the interview with Ralston (http://www.denofgeek.com/movies/719253/aron_ralston_interview_127_hours_danny_boyle_simon_bea • newsletterBulletufoy_and_more.html point Bullet point) totext researchBullet his real feelings. point3.) BulletWhat doespoint the Bullet phrase point “mind over matter” mean? Do you think Ralston experienced this here.phenomenon Continue during his experience ? Why or why not? 4.) What was the difference between reading Ralston’s book and watching the film? Was one form of media more visceral or intense than the other? Why or why not? • newsletterBullet5.) Ifpoint you Bulletcould meet point text Aron Bullet Ralston in person what are the top three questions you would ask pointhim? Bullet Explain point why Bullet you point would ask your particular questions. here. Continue

• newsletter text here. Continue newsletter text

here. Continue newsletter text .

here.

. 127 HOURS STUDY GUIDE

RELATED MATERIAL

FOR FURTHER STUDY

BOOKS USEFUL WEBSITES  Ralston, Aron. Between A Rock and a Hard Place.  www.foxsearchlight.com/127hours/ Atria Books Publishing, 2004. This site provides a range of resources about the film 127 Hours including the trailer, photo gallery,  Krakauer, Jon. Into the Wild. Villard Publishing, soundtrack, production notes, cast and crew R 1996. interviews, downloadable version of the book, and much more. (Accessed 18 July 2011)  Krakauer, Jon. Into Thin Air: A Personal Account of E the Mount Everest Disaster. Anchor Publishing, 1999.  aronralston.blogspot.com This site provides a range of resources about Aron  Simpson, Joe. Touching the Void: The True Story of Ralston’s incident, providing blogs, videos, and links to F One Man’s Miraculous Survival. HarperCollins other resources. (Accessed 17 July 2011) Canada Publishing, 2004. E  http://www.denofgeek.com/movies/719253/aron_ralston_inter FILMS view_127_hours_danny_boyle_simon_beaufoy_and_more.htm  Into the Wild (Sean Penn, 2007) – Based on a true l story, this film depicts Christopher McCandless R This site provides an interview with Aron Ralston abandoning all of his possessions, giving his $24 000 discussing the movie and his actual experience. savings account to charity, and hitchhiking to Alaska (Accessed 15 July 2011) to live in the wilderness. Through his adventure, we E see perseverance and attempts for human survival, This study guide was produced by while emphasizing the importance of human DY-NAM-NICK N relationships. [email protected]  Buried (Rodrigo Cortes, 2010)- The film revolves For more information on C around Iraq-based American truck driver Paul Conroy DYNAMNICK Education or to (Ryan Reynolds), who, after being attacked, finds download other study guides on himself buried alive in a wooden coffin, with only a Arnold Schwarzenegger visit E lighter, flask, flashlight, knife, glowsticks, pencil and a mobile phone to help him escape before the oxygen in www.dynamnickeducation.media. the coffin runs out. com S Notice: An educational  Cast Away (Robert Zemeckis, 2000)- This is a drama institution may make copies of all film directed by Robert Zemeckis and starring Tom or part of this Study Guide, Hanks as a FedEx employee stranded on an uninhabited island after his plane crashes in the provided that it sends Nick or South Pacific. The film depicts his successful attempts Nam a personal cheque. & to survive on the island using remnants of his plane's cargo, as well as his eventual escape and return to society.

 Moon (Duncan Jones, 2009)- This is a British science O fiction drama film about a man who experiences a personal crisis as he nears the end of a three-year solitary stint mining helium-3 on the far side of the T Earth's moon.

H E R

LOST: A SURVIVAL GUIDE A Study Guide for Grades 11 and 12. Introduction Lost is a medium through which students can explore issues such as the formation of society, bias and stereotypes in the media, and media acuity. Key concepts relevant to this show include audience, representation and agency.

This entertaining series can be shown throughout the course and analysed as parts of a whole season or series, or, as one or more episodes that act as a stand-alone text. This study guide can also be used in conjunction with a variety of society and dystopian units in the upper level humanities and contains both pre-viewing activities and post- Series Synopsis viewing question sets. The first season of Lost starts The background stories of some Learning Outcomes: with the survivors of a plane of the survivors are shown crash trying to extricate through a series of flashbacks. • STUDENTS WILL BE ABLE TO themselves from the wreckage As the characters try to CRITICALLY ANALYSE FORMS OF on a deserted island. The organize their survival on the MEDIA. audience is treated to many island, certain characters fragmented and disjointed become leaders and some • STUDENTS WILL APPLY THEMES EXTRACTED FROM LOST TO REAL flashes of the crash and the followers. This series is an LIFE SITUATIONS. people involved. As the series entertaining example of the unfolds, the survivors of the creation of society and societal • STUDENTS WILL WORK IN GROUPS TO crash struggle to live on the roles. VIEW, RESPOND, EVALUATE AND uninhabited island. CRITIQUE THE SHOW AND ITS THEMES.

The Survivors: Jack, Kate and Sawyer

DR. JACK SHEPARD: As the only KATE AUSTIN: The other survivors JAMES SAWYER: Sawyer is a doctor among the survivors, Jack have a hard time reconciling the fact misunderstood conman with a dark quickly emerges as the leader of the that Kate is wanted for murder with past who alienates many of his fellow new island society. her personality and leadership skills. islanders with his sarcasm. KEY CONCEPT 1: AUDIENCE SOCIETY What happens when a group of strangers find themselves in a completely alien environment without the aid of technology? Lost shows how a society forms and lets students witness the different roles, technologies, personalities and rules that allow a society to develop and function. It also highlights what qualities, skills and supplies are needed in order to perpetuate and maintain a society once it is formed. The key concept that the formation of society aspect of the show addresses is audience. This show is intended for North American viewers who are watching from the safety of their couches. The audience is emotionally engaged with the characters but is unable to relate to their circumstances. Further, the judgement between text and reality is convoluted. The circumstances the characters find themselves in are highly Question Set 1 unrealistic. Society 1)What useful skills 3)What qualities does do the different Jack possess that characters on the PRE-VIEWING make him a leader? ACTIVITY 1: island have to offer? 4)Make a list of skills 2)How are their skills you have that would Imagine you and your group discovered and used members are the survivors of help you survive on by the rest of the Oceanic Flight 815. the island. survivors? Considering your survival needs and personalities, create a societal charter that your group will live by for the next 3 months. Science Extension Activity: Have students research Rules: technological recovery methods • You must unanimously for plane wreckage (make sure it agree on all points in your charter. This will require is age level appropriate). compromise and diplomacy. Be patient! • You must provide an explanation for each of your rules or regulations. • You must present your charter to the rest of your class, along with your justifications for your choices. QUESTION SET 2 BIAS AND STEREOTYPES

1)What stereotypes do you notice in the show? Think about more than only KEY CONCEPT 2: REPRESENTATION visible minorities; think geographic, cultural, and Stereotypes and Bias in the Media religious stereotypes. Like most modern television shows, Lost makes a 2)What cultural stereotypes considerable efort to be inclusive of a number of visible are visible in Sun and Jin’s relationship? minorities and diferent cultures. Sadly, some of the characters in Lost are little more than racial, cultural or 3)What do the characters’ gender based stereotypes realized Noticing, occupations on the island - . (the fact that Jin is a questioning, and evaluating the roles that these master ﬁsher, for example) characters play opens a discussion about the tell you about the role representation of stereotypes in the wider media and that stereotypes and/or about various social justice topics. class play on the island?

The Survivors: Sayid Pre-viewing Activity 2: Sayid Jarrah: When Sayid Bias and Stereotypes uses his formidable skills as a There are many biases we don’t realize we have, torturer to get something the including class and occupational biases. islanders need, a dark part of •With your group, decide on the ten most his past is revealed to the important occupations in modern society. survivors. •Rank the occupations you’ve chosen from one to ten (ten the most important and one the least). •Write an individual reﬂection on what occupations your group ranked the highest and lowest and why. Did you agree with your group’s decision? Why or why not? KEY CONCEPT 3: AGENCY MEDIA MANIPULATION Lost was produced by ABC, the American In Lost, it becomes quickly evident that Broadcast Company and ran from things are not always as they seem. The 2004-2010. It was a highly successful, concept of media agency can be discussed multi award-winning show. As it rose in through the character of Ben and the role popularity, the advertising fees it garnered of the Others. Ben and the Others skyrocketed. Therefore, the primary constantly manipulate facts and situations motivation for the creation of this show and can be compared to political and media was ﬁnancial. groups in our society who do the same.

Question Set 3: Media Manipulation 1) How does Ben manipulate the characters of Lost? Why? 2) What can we learn about propaganda and manipulation through Ben’s actions? 3) Why do the characters of Lost manipulate the media when they return? Are they justiﬁed in doing so? What would you have done? ACTIVITY 3: MEDIA MANIPULATION THE OTHERS Jack and Ben are both The Others have a secret housing running for President settlement on the island and are much more familiar with the of the Island. Split island’s secrets than the survivors. the class in half. Each half will be either Jack or Ben’s political campaigning team. Each group will produce one 60 second video

Ben is the leader of the Others campaign and the main source of confusion advertisement. The and misinformation for the class will then vote to survivors. see who the winner of the “election” will be. The Survivors: Charley, Claire and Hurley

CHARLEY PACE: Charley is CLAIRE LITTLETON: Claire HUGO REYES (HURLEY): a washed-up rock star was on her way to LA to give Hurley is a sweet, goofy man struggling to beat his heroin her unborn baby up for who develops a fast friendship addiction. He quickly becomes adoption when her plane with Charley. Hurley won the friends with Hurley and crashed. She delivers her son lottery in LA using numbers he develops a close bond with on the island and comes to heard while incarcerated in a Claire. trust and depend on Charlie. mental institution.

EPISODE GUIDE Season 1 25 Episodes : Season 4: 14 Episodes Season 2 24 Episodes : Season 5: 17 Episodes Season 3 23 Episodes : Season 6: 18 Episodes

Sources for Further Study •Lost in 8:15: A comprehensive summary of the main events of the first five seasons of the show. http://www.youtube.com/watch?v=NJ4MR5JtCX4 •Lost can be used in conjunction with a dystopian novel study unit, such as Lord of the Flies by William Golding or Animal Farm by George Orwell. •Information on everything Lost can be found in the Lost Encyclopedia. http://lostpedia.wikia.com/wiki/Main_Page •Many references to classical and modern philosophers, theorists and thinkers can be found in the show, especially in the names of the characters. http://lostpedia.wikia.com/wiki/Philosophers Where Is The Love? A Music Video Message July 2011 Study Guide By Jess Lee and Stef D

Introduction

Media holds a lot of power in today’s society. It is impossible to subtract it from daily life. The message one may hear or see is of great importance and requires much focus to understand clearly. Media awareness is necessary in entering the world intelligently and openly. Strong messages are evident in a vast amount of sources including television, movies, music, newspapers etc. Music serves many purposes and one of them is to deliver a message. The combination of music and visuals creates an even stronger meaning by the artist and easily grabs the attention of the viewer. Some music videos are intended simply for enjoyment, but some Key Concepts to Consider have spread the word about pressing issues. One example of this is “Where is the love” by The Black Eyed Peas. This song Media’s influence on pop culture has alone raises awareness about racism, discrimination, grown drasticallyPLACE PHOTO with the HERE, mass terrorism, poverty and the list goes on. Along with powerful OTHERWISE production of technology. It is crucial to lyrics are powerful images. The connection between the two DELET learn the skills necessary to critically drives the viewer to listen more critically and view analytically. view and listen to material.

• Media does not always deliver positive messages to its audience • Media messages contain social and political implications • Connecting the message being delivered to the visuals being represented is important • DemographicsE BOX are targeted by the media • Fusion affinity is visible Make sure the lyrics to “Where is the love” are available as throughout media deliverance you watch this music video. Take time to closely analyze the images and their connection to the lyrics. As you watch, what . sticks out to you? Is it a lyric? An Image? Or a combination of both? The important part is to view it in its entirety and then carefully analyze it, verse by verse. Where Is The Love? A Music Video Message Study Guide July 2011 1 Issue 1 Verse One Analysis

“Overseas, yeah, we try to stop terrorism But we still got terrorists here livin' In the USA, the big CIA fightin' The Bloods and The Crips and the KKK”

Question 1) Explain how this statement pertains to Canada as well?

Question 2) Find and describe a recent media story, which could be related back to this statement: a) Who was involved? b) How was it covered and projected by the media? Chorus Analysis “But if you only have love for your own race “People killin', people dyin' Then you only leave space to discriminate Children hurt and you hear them And to discriminate only generates hate PLACE PHOTO HERE, cryin' OTHERWISE DELETE BOX And when you hate then you're bound to get irate, yeah”

Can you practice what you preach Question 1) Provide a written analysis of the above lyrics. And would you turn the other cheek

Father, Father, Father help us Send some guidance from above 'Cause people got me, got me questionin' Where is the love (Love)”

Question 1) What do the Black Eyed Peas mean by “Where is the love?”? . Video Analysis Question 2) Do you relate to the Question 1) Which visuals were used to enhance the message question, “where is the love?” Why of the artist in verse one? or why not? A Music Video Message Study Guide Where Is The Love? 1 Issue 1

July 2011

Study Guide Verse 3 Analysis

“Wrong information always shown by the media Negative images is the main criteria Infecting the young minds faster than bacteria Kids wanna act like what they see in the cinema Yo', whatever happened to the values of humanity”

Verse Two Analysis Question 1) What message is being delivers in this part of the song? “A war is goin' on but the reason's undercover Question 2) Provide and describe an The truth is kept secret, it's swept example where medias is delivering a under the rug negative message to the public. (Sources If you never know truth then you include: newspaper, magazine, TV. radio, never know love” etc..) Question 1) What war are they

referring to? a) Where did you find this example? Question 2) What does truth have b) What is the message being delivered to do with love? and why do you feel it is negative?

Video Analysis Question 1) What visuals were used Video Analysis to enhance the message of the Question 1) What visuals were used to enhance artist in verse two? the the message of the artist in verse three?

Where Is The Love? A Music Video Message July 2011 Study Guide

Final Activity:

 Watch all of the following videos.  Choose one and write a critical analysis on the lyrical message.  Explain how the use of images enhances the message. If you feel it doesn’t, explain why not.

url: http://www.youtube.com/watch?v=QNJL6nfu__Q

http://www.youtube.com/watch?v=MS91knuzoOA

http://www.youtube.com/watch?v=bE2r7r7VVic

http://www.goodcharlotte.com/video/ goodcharlotteholdonofficialmus-1